Clinton Community School District
Word Study
Fifth Grade
2
Table of Contents
Content
Page
Sample Parent Letter
4
Sample Word Study Lesson Sequence
5
Activity Descriptions
6
Word Study Rules
10
Resource List
21
Fifth
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22
Grade Word Study Units:
5th Grade Curriculum at a Glance
Rules & Assessments
Student Lists
3
Fall 2009
Dear Parents/Guardians,
Recently a team of teachers researched the best practices for teaching spelling, and
this year the district will be implementing those findings in all elementary classes. This
is not traditional spelling to study and memorize.
The biggest change you may notice is that rather than bringing home a spelling list to
memorize on Monday and taking a test on Friday, children will be working with spelling
patterns, Greek word parts, French and Greek influenced words, and syllabication rules.
Students will receive a list of words that fit our current unit of study and will
sometimes be assigned to discover more words at home that fit the current unit of
study.
Our goal is to teach children patterns and word parts that they can rely upon when
spelling words in their daily writing. Traditionally we have asked children to memorize a
list of words and for many children it is difficult for them to transfer that learning to
words that are not on the “list.” Our hope is that we will increase children’s spelling
vocabulary as well as their ability to use those patterns to spell many more words.
Fifth Grade Teachers
Clinton Community School District
4
Suggested Word Study Lesson Sequence
Day
1
2
3 - assessment
Suggested
activities
(Descriptions
follow)
Teacher will introduce the unit:
 Provide several words that demonstrate the patterns, contain the word part, or
follow the rule
 In some cases teacher may need to include words that don’t follow the pattern for
students to complete a sort
Students will:
 Sort words to determine rule, pattern, or word part meaning
 Determine and clarify the rule or meaning (with teacher help)
 Add words to the list that follow pattern or contain the word part
Review yesterday’s pattern, rule, or word part
 Sort words again
 Add new words to the sort
o Students may be assigned homework, as appropriate, to find words to add
o Families and books may be helpful resources
 Discuss how the new words reinforce what was learned on Day 1
Sorts:
 T-chart sort
 Making words
Word hunt: print, book, resources, room searches
Rhyming words
Be a mind reader
Guess the covered word
Apply in writing
Practice assessment: i.e. practice writing a definition
Dictating sentences: practicing words in context
Songs and poems
Homework sheet
Morning message that includes words that fit the rule, pattern, or word part
Dry erase boards
Other activities you’ve previously used for these skills can be used anytime after the
introductory lessons.
Last day
Assessment
5
Activity Descriptions
T-Charts Sort
A t-chart is perfect when there are two categories that make the same or similar
sounds and they need to be sorted. For example, Greek and French influenced words
work well with a T-chart. This type of sorting is a great assessment tool as well.
Making Words Sort
Materials needed: printed letters for each student
1. Find a long word that demonstrates the pattern being studied.
2. Using the letters make lists of 3 letter words, 4 letter words, 5 letter words, and
so on. (www.wineverygame.com)
3. Give each student the letters needed to form the original long word.
4. Students organize the letters by vowels and consonants and place them in
alphabetical order on their desks.
5. Starting with the shortest words give clues to figure out each word.
6. Students try to spell each word on their desks.
7. Make a list on the board as you go.
8. Move quickly through the words; all students will not successfully find each words
9. Continue until you use all the letters to determine the longest word.
10. Be sure to note any time the word study pattern is present in a word.
Letters Needed: e u c c h k l
3
4
elk
clue
hue
hulk
cue
luck
5
cluck
chuck
check
7
chuckle
Cunningham, Patricia M., and Hall, Dorothy P., Month by Month Phonics
For Third Grade: Systematic, Multilevel Instruction. Greensboro, SC. 1998
6
Word Hunt
A resource search is a way for students to find the pattern used in real world print that
is used daily. Students use their notebooks or a sheet of paper to collect their words.
They are given time to search for the pattern using resources in the room. Students
may search in library books, textbooks, dictionaries, and anything posted on the walls of
the room. Students collect as many words as they can and come back to share what
they have found.
Rhyming Words
Present a word from the unit. Ask students to list as many rhyming words as they can
think of. Evaluate the list, crossing off the words that do share the spelling pattern.
Talk about how knowing the pattern can help spell many words. Repeat with other words
from the list. This is an excellent way to look at the unusual patterns in high frequency
words.
Be a Mind Reader
Be a Mind Reader is an activity which helps students review meaning, word length,
syllables, parts of speech, rhymes, and vowels & consonants.
1. Put a list of word study words on the board or use student lists.
2. Students number a paper from 1-5.
3. Teacher thinks of a word from the list.
4. Teacher gives clues to guess the word:
a. This word has three syllables (this eliminates any words that do not have
three syllables).
b. This word is Greek influenced.
c. This word is a noun.
d. This word starts with a vowel.
5. After each clue the students write a guess.
6. By the last clue students should be able to determine the word.
Guess the Covered Word
Guess the Covered Word is an activity which helps students learn to use meaning, word
length, and onsets to figure out words. As students engage in this activity, they learn
that none of the clues – meaning, beginning letters, or word length – is helpful by itself
but together they become a valuable decoding strategy.
1. Write some sentences or a paragraph related to something students are studying
or some topic of general interest, on a piece of chart paper.
2. Select one word per sentence which begins with consonant letters and cover that
word with two town self-adhesive notes. One note should cover all the beginning
7
letters up to the vowel (onset). The other note should cover the rest of the word
(rime).
3. Read each sentence aloud and have students make three or four guesses without
any letters revealed. Write down these guesses.
4. Remove the note that covers all the beginning letters. Erase any guesses which
are no longer possible. Have students make additional guesses that make sense
and have all the right beginning letters.
5. When the students cannot think of any more words that meet both criteria,
reveal the rest of the word and see if the correct word was guessed.
Cunningham, Patricia M., and Hall, Dorothy P., Month by Month Phonics
For Third Grade: Systematic, Multilevel Instruction. Greensboro, SC. 1998
Practice assessment
If an assessment is different than students are accustomed to, practice may be
beneficial. For example, in 4th and 5th grades assessments may require students to write
definitions of words that contain prefixes, suffixes, or Greek word parts. Since
students are not proficient in writing definitions, a gradual release model will help
students know what is expected.
Songs/Poems
Many songs and poems are available that fit spelling patterns. They can be found in
language arts resource books, web sites, etc. A couple of good web sites to get you
started are www.carlscorner.us.com, and www.canteach.ca/elementary. Be sure to share
them with your grade level peers when you find a good one!
Morning Message
Teacher writes a message to the class. This message might include an agenda or
miscellaneous information that students need to know for the day. A teacher’s message
is a great opportunity to include words that fit your particular word study pattern. You
may then ask students to circle or underline those specific words and talk about their
similarities or differences.
Example: Spelling Pattern “ch”
Dear_____________,
Today is Thursday, March 23rd. We will have L.R.C. today and you will have a
chance to choose books that are a good fit and check them out. I hope you have such a
great day!
Your Teacher,
8
Dry Erase Boards
Use dry erase boards for assessments and practice. Give the students words with
patterns they are familiar with a day before the assessment. Have the students write
the words. Then have the students show their work. They all hold their whiteboards up.
Do a quick assessment of their understanding of particular patterns. If a student is
struggling, have them “buzz” in a group. Have students record the correct spelling of a
word on the large class whiteboard. Having the students show their work can help to
know who needs reteaching or extra time.
9
Word Study Rules
Grades 1-5
1st Grade
Letters and Sounds
1. Short Vowels
Rule: In a cvc word the vowel is short
2. Clusters/Blends
Rule: Two or three consonants blended together but each consonant keeps its own
sound
3. Consonant Digraphs (th, sh, ch, ph, wh)
Rule: A combination of two letters making a single sound
4. Long vowel silent/magic “e”
Rule: Silent “e” at the end of a word makes the preceding vowel long (the
exceptions are most words ending in: -le, -ce, -se, -re, -ve)
5. Vowel Digraph “ee”
Rule: Two vowels that make one speech sound. They usually occur in the middle of
words
6. Vowel Digraph “ai/ay”
Rule: Two vowels that make one speech sound
 ai usually appears in the middle of words like in “pain”
 ay usually appears at the end of a syllable or words like in “may”
7. Vowel Digraph “oa/ow”
Rule: Two vowels that make one speech sound
 oa is found at the beginning or middle of a word
 ow can appear in the beginning, middle, or end of a word, however, it is most
commonly found at the end of a word or syllable
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8. Plural “s”
Rule: The plural form of most nouns is made by adding “s” to the end of the word.
It changes meaning to more than one.
9. Plural “es”
Rule: Nouns ending in s, ch, sh, x, z add “es” to make them plural. It changes the
meaning to more than one.
10. R-Controlled
Rule: When a vowel is followed by an “r” in the same syllable it is “r” controlled. It
is neither long nor short.
Word Parts
11. Suffix “-ing”
Rule: Adding suffix “ing” to base words makes the verb a continuous action
 At the fist grade level there is no base word changing
12. Suffix “-ed”
Rule: Adding suffix “ed” to verbs can be pronounced three ways: /d/, /ed/, /t/. It
makes the verb past tense.
 At the first grade level there is no base word changing
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2nd Grade
Letters and Sounds
1. Short Vowels
Rule: In a cvc word the vowel is short
2. Consonant Digraphs (th, sh, ch, ph, wh)
Rule: A combination of two letters making a single sound
3. Long vowel silent/magic “e”
Rule: Silent “e” at the end of a word makes the preceding vowel long (the
exceptions are most words ending in: -le, -ce, -se, -re, -ve)
4. Vowel Digraph “ee”
Rule: Two vowels that make one speech sound. They usually occur in the middle of
words
5. Vowel Digraph “ai/ay”
Rule: Two vowels that make one speech sound
 ai usually appears in the middle of words like in “pain”
 ay usually appears at the end of a syllable or words like in “may”
6. Vowel Digraph “oa/ow”
Rule: Two vowels that make one speech sound
 oa is found at the beginning or middle of a word
 ow can appear in the beginning, middle, or end of a word, however, it is most
commonly found at the end of a word or syllable
7. R-Controlled
Rule: When a vowel is followed by an “r” in the same syllable it is “r” controlled. It
is neither long nor short.
8. Two sounds of “y”
Rule: Single syllable the “y” says /i/. Multiple syllables the “y” says /e/.
9. Two sounds of “oo”
Rule: “oo” makes two sounds the first is /oo/ as in moon. The second is /oo/ as in
book.
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10. Vowel Digraph “oi” and “oy”
Rule: “oi” says /oi/ as in coil and is usually in the middle of a word. “oy” says /oi/
as in boy and is usually at the end of a word.
11. Vowel Digraph “ow” and “ou”
Rule: Two vowels forming one new sound
12. Vowel Digraph “ea” long /e/
Rule: Two vowels forming one new sound. “ea” makes the long /e/…as in beach.
13. Vowel Digraph “ea” short /e/
Rule: Two vowels forming one new sound. “ea” makes the short /e/…as in head
14. Consonant Digraph “kn” and “mb” (silent letters)
Rule: Two letters that are put together to make a single sound. “mb” at the end of
a word sounds like /m/ at the beginning of a word “kn” sounds like /n/
15. Final Consonant Blends “mp, nd, and nk”
Rule: Two or three consonants blended together but each consonant keeps its own
sound
16. Consonant Digraph “ng”
Rule: Two letters that are put together to make a single sound
Word Parts
17. Compound Words
Rule: Two words put together that make a new word. When separated the words
have to stand alone.
18. Contractions
Rule: Two words that are put together to make a shorter word by leaving out
certain letters and replacing them with an apostrophe.
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19. Suffixes “er” and “est”
If the adjective
ends in:
Consonant + -y
do this:
change the –y to
an –i
remove the –e
and add:
For example:
happy> happier >
happiest
-er
Consonant + -e
late > later >
-est
latest
Consonant + vowel double the last
hot > hotter >
+ consonant
letter
hottest
Note: adjectives ending in –I are regular, except: cruel > crueller > cruellest
do this:
Change the –y to
an -i
and add:
20. Suffix “ly”
If the words
ends in:
-y
Any other letter
-ly
-ly
For example:
happy>happily
crazy>crazily
Careful>carefully
Bad>badly
Soft>softly
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3rd Grade
Letters and Sounds
1. Vowel Digraph “ie”
Rule: Two vowels that make one speech sound
 ie as it appears “pie” (long i sound)
 ie as it appears in “piece” (long e sound)
2. Digraph “ew/ue/ui”
Rule: Two letters that make one speech sound
 ew as it appears in “chew”
 ue as it appears in “blue”
 ui as it appears in “juice”
3. Digraph “aw/au”
Rule: Two letters that make one speech sound
 aw as it appears in “straw”
 au as it appears in “sauce”
4. Long i/silent gh sound
Rule: Written “gh” has no sound of its own; it’s never pronounced as it is written
 igh as it appears in “sigh”
 ight as it appears in “sight”
5. “ck/k/ke”
Rules:
 ck: Use “ck” to spell the “k” sound immediately after one short vowel at the
end of a one syllable word, such as “snack” and “deck”
 k: Use “k” to spell the “k” sound immediately after a long vowel team at the
end of a one syllable word, such as “leak” and “croak”
 ke: Use “ke” to spell the “k” sound immediately after one long vowel at the
end of a one syllable word, such as “take” and “strike”
6. “dge/ge”
Rules:
 dge: Use “dge” to spell the “j” sound immediately after one short vowel at
the end of a one syllable word, such as “bridge” and “dodge”
15

ge: Use “ge” to spell the “j” sound immediately after one long vowel at the
end of a one syllable word, such as “cage” and “page”
7. “tch/ch”
Rules:
 tch: Use “tch” to spell the “ch” sound immediately after one short vowel at
the end of a one syllable word, such as “batch” and “stretch”
 ch: Use “ch” to spell the “ch” sound immediately after a long vowel sound at
the end of a one syllable word, such as “reach” and “coach”
8. “I before e”
Rule: i before e, except after c
9. syllable doubling
Rule: At the end of a one syllable word the consonants l, f, s, and z are usually
doubled when they come directly after a short vowel sound
 examples: bluff, grass, chill, buzz
10. hard and soft c/g
Rules:
 hard c and g: the letters c/g have the hard sound before a, o, u as in cat,
coat, cub, gas, got, gum
 soft c and g: the letters c/g have the soft sound (/s/ and /j/) before e,i,
and y as in cent, city, cycle, gentle, gym, giant
Word Parts
11. Multi-syllabic Compound Words
Rule: Two words put together that make a new word. When separated the words
have to stand alone.
 Examples: arrowhead, fingertip, motorboat
12. Prefixes: pre, re, un, dis, mis
13. Suffixes: ness, less, ful
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4th Grade
Letters and Sounds
1. Drop the final –e rule when adding –ed and -ing: When a base word ends in a final
e, drop the e before adding –ed or -ing (e.g., take, taking; trade, traded).
2. Double-letter rule: In a one-syllable word with one short vowel (a closed syllable)
ending in one consonant, double the final consonant before a suffix starting with a
vowel (e.g., -ed, -er, -ing, -y, -ish). Do not double the final consonant before a
suffix starting with a consonant (e.g., -ful, -est, -ly, -ment, -ness). Examples: fit,
fitted, fitful; sad, saddest, sadly; red redder, redness; and ship, shipping,
shipment.
3. Change final y to i rule: When a base word ends in y, change the y to i before
adding a suffix, unless the y is preceded by a vowel or unless the suffix begins
with i (-ing, -ish, -ist). Examples: cry, cried, crying; copy, copied, copyist; and play,
player, playing.
Word Parts
4. Prefixes (meanings)
 over- too much (overdue)
 in- not (invisible)
 sub- under or below
 de- down, away (deduct, decrease) not or opposite (deform, deactivate)
 under- below or less than (undercover)
5. Suffix –ible and –able rule
If the suffix is attached to a base word that can stand alone (depend), it is
usually spelled –able; if it is attached to a word rood (cred), it is usually spelled –
ible. Base words that end in e will usually drop the e and add –able
(desire/desirable); however, soft c or g endings may be followed by –ible as in
reducible and sometimes a final e is retained to keep the soft sound, as in
noticeable and manageable.
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Syllabication
6. Vowel Rule: Every syllable must contain a vowel sound.
Examples: pup•pet, com•pu•ter, fas•ter
7. V/CV Rule:
A consonant between two vowels tends to go with the second vowel unless the
first vowel is accented and short.
Examples: bro•ken, wag•on, e•vent
8. VC/CV Rule:
Divide two consonants between vowels unless they are a blend or a digraph.
Examples: pic•ture, ush•er, pen•cil
Divide the word between double consonants.
Examples: bet•ter, sup•per, hap•pen
9. Prefix & Suffix Rule:
Divide the word after the prefix and usually before the suffix or ending.
Examples: un•tie, re•view, draw•ing
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5th Grade
Letters and Sounds
Greek influences:
1. “k” sound is spelled “ch” (Example: character)
2. “f” sound is spelled “ph” (Example: pharmacy)
3. long “i” sound is spelled “y” (Example: dye)
French influences:
4. “sh” sound is spelled “ch” (Example: machine)
5. “k” sound is spelled “que” (Example: unique)
Word Parts
6. Greek
 micro (small)
 scope (to watch or see)
 tele (distant)
 phono/phon (sound)
 auto (self)
 bio (life)
 graph (written or drawn)
 cycle (wheel or circle)
 meter (measure)
Syllabication
7. V•V (Vowel Team Rule)
Do not separate vowel teams.
Examples: loy•al, tai•lor, pea•nut
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8. V•C + LE Rule
If the word ends in a consonant + le, divide before the consonant (unless the
consonant is part of a blend or digraph).
Examples: ta•ble, bi•cy•cle, mid•dle, pic•kle
9. V•C Rule
When a vowel is followed by a single consonant the consonant usually begins the
second syllable.
Examples: be•fore, to•ken, to•day, a•gain
10. VCC•CV & VC•CCV (Consonant Digraph & Blend Rule)
Do not separate consonant blends and digraphs.
Examples: ra•ther, pitch•er, ma•chine, buck•et, graph•ic
20
Resource List
1. Words Their Way by Donald R. Bear, Marcia Invernizzi , Shane Templeton,
Francine Johnston
2. Reading Teacher’s Book of Lists by Edward Bernard Fry Ph.D., Jacqueline E.
Kress, Ed.D., Dona Lee Fountoukidis, Ed.D.
3. Daily Word Ladders by Timothy Rasinski
4. Unlocking Literacy by Marcia Henry
5. Continuum of Literacy Learning by Gay Su Pinnell, Irene C. Fountas
6. Words Their Way- Word Sorts for Within Word Pattern Spellers by Donald
R. Bear, Marcia Invernizzi , Shane Templeton, Francine Johnston
21
Fifth Grade
Word Study Units
Each unit contains:
Teacher Instructions, 1st page
Student Lists, 2nd page (2 per page)
22
Fifth Grade Word Study at a Glance
Unit
1
2
3
Strand
Letters & sounds
4
Letters & sounds
French influenced
5
6
7
8
9
Letters & sounds
Greek Influenced
Word parts
10
11
12
13
14
15
16
17
18
19
Syllabication
Words that end in c, add k when adding –ing, -ed
Doubling rule for polysyllabic base words (p.107 UN)
le/el There may be no rule
French influence ch / sh / (ch sounds /sh/)
French influence -que /k/ (que sounds /k/)
Greek letter sounds: ch
Greek letter sounds: ph
Greek letter sounds: y
Greek: micro (small)
Greek: bio (life)
Greek: scope (to watch or see)
Greek: tele (distant)
Greek: phono, phon (sound)
Auto: self
Greek: graph (record, written, or drawn)
Greek: cycl(e) (wheel or circle)
Greek: meter (measure)
V•V (Vowel Team Rule)
Do not separate vowel teams
V•C + LE Rule
If the word ends in a consonant + le, divide before
the consonant (unless the consonant is part of a
blend or digraph).
V•C Rule
When a vowel is followed by a single consonant the
consonant usually begins the second syllable.
VCC•CV & VC•CCV (Consonant Digraph & Blend
Rule)
Do not separate consonant blends and digraphs.
Example
panic, panicking, panicked, panics
admit, admitting, admitted
le: fable, pickle, cable, angle,
el: label , level, angel, nickel
brochure, machine, chef, parachute,
mustache, machete,
unique, clique, antique, technique
chameleon, chaos, character, chemical,
chorus, chord,
phantom, pharmacy, phase, pheasant
sty, dye, nylon, Lyons
microscope
biography
microscope
telephone
telephone
autograph
graphic
tricycle
centimeter
loy•al, tai•lor, pea•nut
ta•ble, bi•cy•cle, mid•dle, pic•kle
be•fore, to•ken, to•day, a•gain
ra•ther, pitch•er, ma•chine, buck•et,
graph•ic
23
Letters and Sounds
Spelling Patterns
24
Word Study Unit 1
Rules:
When a verb ends in “c”, add a k before –ing or –ed, but not before –s. These few words (panic,
traffic, picnic, frolic, mimic) were the only common verbs we found that ended in “c” and may
have –ing, -ed, -s, added to them. We found other words that ended in “c” but they were not
verbs.
Examples: relic, public
Teaching Procedure:
Have students look for words that fit the pattern. When they are unsuccessful, point out that
these few words must be memorized. Homework is to find other words that end with “c”, but
they will likely not follow the pattern, and students may be unsuccessful.
Assessment:
Patterns (words)
1. picnicking
2. attack
3. trafficked
4. mimics
5. backpack
Patterns (in sentences)
6. Please put your lunch in a sack.
7. He will unpack his bag Wednesday.
8. I frolicked in the sun yesterday.
9. She felt panicky in the water.
10. They picnicked in the park last weekend.
High Frequency Words (in sentences)
11. Please double the number.
12. I would like a whole cookie.
13. Pour me half a glass of orange juice.
14. Please stand fourth in line.
15. It was the ninth inning of the game.
25
Word Study Unit 1
Word Study Unit 1
Name_____________________________
Name_____________________________
Word Review
Word Review
Memorize these high frequency words for
the posttest.
Memorize these high frequency words for
the posttest.
1.
2.
3.
4.
5.
double
whole
half
fourth
ninth
1.
2.
3.
4.
5.
double
whole
half
fourth
ninth
c/ck
c/ck
This is your “word study” guide for the
spelling pattern for action words (verbs)
ending in “c”. Some of these words may be
used on our test. Other words on the test
may be new to show you can apply the
pattern in many words.
This is your “word study” guide for the
spelling pattern for action words (verbs)
ending in “c”. Some of these words may be
used on our test. Other words on the test
may be new to show you can apply the
pattern in many words.
1.
2.
3.
4.
5.
panic: panicking, panicked, panicky, panics
traffic: trafficking, trafficked, traffics
picnic: picnicking, picnicked, picnics
frolic: frolicking, frolicked, frolics
mimic: mimicking, mimicked, mimics
1.
2.
3.
4.
5.
panic: panicking, panicked, panicky, panics
traffic: trafficking, trafficked, traffics
picnic: picnicking, picnicked, picnics
frolic: frolicking, frolicked, frolics
mimic: mimicking, mimicked, mimics
The rule is
_________________________________
The rule is
_________________________________
_________________________________
_________________________________
Homework: Find more words that end in “c”.
Homework: Find more words that end in “c”.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
26
Word Study Unit 2
Rules:
1. Doubling rule for polysyllabic (multi-syllable) base words:
When a base word has all of these components:
 ends with a cvc pattern
 that vowel (cvc) is short
 the final syllable in the base word is accented
…then double the final consonant when adding –ing or –ed, but not -s.
Examples: abhor/abhorring, abut/abutting, admit/admitting, begin/beginning,
permit/permitting, regret/regretting, refer/referring, remit/remitting
2. If the accent is on the first syllable in the base word, do not double the final consonant.
Examples: edit/editing, garden/gardening, spirit/spirited
Teaching Procedure:
Put up five words that fit the pattern and one word that doesn’t. Have students find other
words and decide if they fit the pattern or not. Then determine the rule.
Assessment:
In the patterns (words) and the patterns (in sentences) below, notice that there are words that
do not follow the pattern included in this assessment to see that students understand the rule.
Do not tell the students if the words follow the pattern. They should be able to determine this
on their own.
Patterns (words)
1. admitting
2. programming
3. forgets
4. beginning
5. spirited
Patterns (in sentences)
6. The dogs keep forgetting how to stay.
7. We edited our stories yesterday.
8. I regretted that I came late to school.
9. She preferred ketchup on her hamburger.
10. My mom enjoys gardening.
High Frequency Words (in sentences)
11. I’m so thirsty I’d like to drink a pint of water.
12. This month we are having a party.
13. Please empty the rain gauge.
14. My height is five feet.
15. We have early out every Wednesday.
27
Word Study Unit 2
Word Study Unit 2
Name_____________________________
Name_____________________________
Word Review
Word Review
Memorize these high frequency words for
the posttest.
Memorize these high frequency words for
the posttest.
1.
2.
3.
4.
5.
gauge
pint
height
month
Wednesday
1.
2.
3.
4.
5.
gauge
pint
height
month
Wednesday
Doubling rule for Multi-syllabic Words
Doubling rule for Multi-syllabic Words
This is your “word study” guide for a
doubling rule. Some of these words may be
used on our test. Other words on the test
may be new to show you can apply the
pattern in many words.
This is your “word study” guide for a
doubling rule. Some of these words may be
used on our test. Other words on the test
may be new to show you can apply the
pattern in many words.
1.
2.
3.
4.
5.
admit: admitting
program: programming
forget: forgetting
begin: beginning
prefer: preferred
1.
2.
3.
4.
5.
admit: admitting
program: programming
forget: forgetting
begin: beginning
prefer: preferred
The rule is
_________________________________
The rule is
_________________________________
_________________________________
_________________________________
Homework: Find more words that follow the
spelling pattern.
Homework: Find more words that follow the
spelling pattern.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
28
Word Study Unit 3
Rules:
There are no concrete rules for “el” and “le” ending, but the following seems to hold true:
 “le” is more common than “el”
 if “c” precedes the ending, the ending is usually spelled “le”
Examples: circle, cycle, uncle, vehicle
 if “v” precedes the ending, the ending is usually spelled “el”
Examples: gravel, level, navel, novel, ravel, swivel, travel
It may help students remember how to spell the word if they check a dictionary for the
pronunciation, meaning, and history.
Game: Uncle Travels
Make fish cards with words written on them without the “el” or “le” ending. Make a game board
with spaces that are marked with the “el” or “le” ending, and begin and end with a suitcase. Place
the cards face down and have students choose one. Move the marker to the next space with the
correct ending on it. Students move around the board until the suitcase is reached. Once a
student chooses an ending, the words should be looked up in the dictionary.
Assessment:
Patterns (words)
1. pickle
2. angle
3. bottle
4. cycle
5. travel
Patterns (in sentences)
6. The little boy was cute.
7. I blew a bubble with my gum.
8. She had a cute dimple on her cheek.
9. A nickel is worth five cents.
10. It was a very large circle.
High Frequency Words (in sentences)
11. I had a great time.
12. Let’s take a break.
13. The steak was really good.
14. Our blood is red.
15. We had a flood last summer.
29
Word Study Unit 3
Word Study Unit 3
Name_____________________________
Name_____________________________
Word Review
Word Review
Memorize these high frequency words for
the posttest.
Memorize these high frequency words for
the posttest.
1.
2.
3.
4.
5.
great
break
steak
blood
flood
1.
2.
3.
4.
5.
great
break
steak
blood
flood
le/el Rule
le/el Rule
This is your “word study” guide for the le/el
rule. Some of these words may be used on
our test. Other words on the test may be
new to show you can apply the pattern in
many words.
This is your “word study” guide for the le/el
rule. Some of these words may be used on
our test. Other words on the test may be
new to show you can apply the pattern in
many words.
1.
2.
3.
4.
5.
fable
pickle
angle
label
level
1.
2.
3.
4.
5.
fable
pickle
angle
label
level
The rule is
_________________________________
The rule is
_________________________________
_________________________________
_________________________________
Homework: Find more words that follow the
spelling pattern.
Homework: Find more words that follow the
spelling pattern.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
30
Letters and Sounds
French Influenced Spelling Patterns
31
32
Word Study Unit 4
Rules:
French-influenced spelling: When a word with the “sh” sound is French-influenced the “sh” sound
is spelled “ch”.
Examples: Appalachian, chalet, champagne, chandelier, Chantilly, chaperone, Charlotte, chauffer,
chef, chenille, chevron, chic, maché, Michelle, Michigan, nonchalant, pistachio, ricochet
FYI:
1. French introduced the word alphabet. The Old English word was abecede, shortened to
abece, to abse, to ABC.
2. ch is called a grapheme because the letters “ch” make one sound (phoneme).
Assessment:
Tell students whether the words are French influenced or not. Students should know whether to
use “sh” or “ch” depending on the influence.
Sound (words)
1. machine (French influenced)
2. parachute (French influenced)
3. charades (French influenced)
4. mash (not French influenced)
5. friendship (not French influenced)
Sound (in sentences)
6. I made a rock brochure in science. (French influenced)
7. My relationship with her is good. (not French influenced)
8. I need to change my bed sheets. (not French influenced)
9. My dad grew a mustache. (French influenced)
10. My mom wears a pretty chemise. (French influenced)
High Frequency Words (in sentences)
11. I had a rough day on Wednesday.
12. The test will be really tough.
13. Have you had enough lunch?
14. My heart was broken.
15. It is warm by the hearth.
33
Word Study Unit 4
Word Study Unit 4
Name_____________________________
Name_____________________________
Word Review
Word Review
Memorize these high frequency words for
the posttest.
Memorize these high frequency words for
the posttest.
1.
2.
3.
4.
5.
rough
tough
enough
heart
hearth
1.
2.
3.
4.
5.
rough
tough
enough
heart
hearth
“ch” sounds like “sh” (French influence)
“ch” sounds like “sh” (French influence)
This is your “word study” guide for the “ch”
spelling pattern of the “sh” sound. Some of
these words may be used on our test. Other
words on the test may be new to show you
can apply the spelling pattern in many words.
This is your “word study” guide for the “ch”
spelling pattern of the “sh” sound. Some of
these words may be used on our test. Other
words on the test may be new to show you
can apply the spelling pattern in many words.
1.
2.
3.
4.
5.
brochure
machine
chef
parachute
mustache
1.
2.
3.
4.
5.
brochure
machine
chef
parachute
mustache
The spelling pattern is: _______________
The spelling pattern is: _______________
_________________________________
_________________________________
Homework: Find more words that follow the
spelling pattern.
Homework: Find more words that follow the
spelling pattern.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
34
Word Study Unit 5
Rules:
French-influenced spelling: When a word with the “k” sound is French-influenced the “k” sound is
spelled “que”.
Examples: antique, baroque, boutique, clique, Dubuque, Monique, oblique, physique, Roquefort,
technique, torque
FYI:
Students should notice that “que” usually follows the vowels a, e, i, but not o, u.
Assessment:
Tell students whether the words are French influenced or not. Students should know whether to
use “que” or “k” depending on the influence.
Sounds (words)
1. critique (French influenced)
2. grotesque (French influenced)
3. attack (not French influenced)
4. unlock (not French influenced)
5. mystique (French influenced)
Sounds (in sentences)
6. Your artwork is very unique. (French influenced)
7. Please unpack your suitcase. (not French influenced)
8. The dentist cleaned the plaque off my teeth. (French influenced)
9. The curtains were opaque so I could not see through them. (French influenced)
10. You must recheck your work. (not French influenced)
High Frequency Words (in sentences)
11. Please guide me through the maze.
12. That guy almost hit me.
13. Don’t just guess which one is right.
14. Be my guest for the movie.
15. I like to guard the basket.
35
Word Study Unit 5
Word Study Unit 5
Name_____________________________
Name_____________________________
Word Review
Word Review
Memorize these high frequency words for
the posttest.
Memorize these high frequency words for
the posttest.
1.
2.
3.
4.
5.
guard
guess
guest
guide
guy
1.
2.
3.
4.
5.
guard
guess
guest
guide
guy
“que” sounds like “k” (French influence)
“que” sounds like “k” (French influence)
This is your “word study” guide for the “que”
spelling of the “k” sound. Some of these
words may be used on our test. Other words
on the test may be new to show you can
apply the spelling pattern in many words.
This is your “word study” guide for the “que”
spelling of the “k” sound. Some of these
words may be used on our test. Other words
on the test may be new to show you can
apply the spelling pattern in many words.
1.
2.
3.
4.
5.
unique
clique
antique
technique
baroque
1.
2.
3.
4.
5.
unique
clique
antique
technique
baroque
The spelling sound is: _______________
The spelling sound is: _______________
_________________________________
_________________________________
Homework: Find more words that follow the
spelling pattern.
Homework: Find more words that follow the
spelling pattern.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
36
Letters and Sounds
Greek Influenced Spelling Patterns
37
38
Word Study Unit 6
Rules:
Greek-influenced spelling: When a word with the “k” sound is Greek-influenced the “k” sound is
spelled “ch”.
Examples: ache, Achilles, characteristic, chaotic, charisma, chemistry, chiropractor, chlorine,
chloroform, choir, choreographer, chronicle, echo, hierarchy, ochre, scheme, scholar, school,
technology
Assessment:
Tell students whether the words are Greek letter sounds or not. Students should know whether
to use “ch” or “k” depending on whether it is a Greek letter sound or not.
Sounds (words)
1. chemical (Greek influenced)
2. school (Greek influenced)
3. kindergarten (not Greek influenced)
4. choral (Greek influenced)
5. kindness (not Greek influenced)
6.
7.
8.
9.
10.
11.
Sounds (in sentences)
I might take chemistry in high school. (Greek influenced)
The kingdom was very small. (not Greek influenced)
Are you in the chorus? (Greek influenced)
Some people have chemo when they are sick. (Greek influenced)
I use a mechanical pencil. (Greek influenced)
12.
13.
14.
15.
16.
17.
High Frequency Words (in sentences)
It will take an hour.
I am always honest.
You have my honor.
The little calf mooed.
Please only take half of the cookie.
39
Word Study Unit 6
Word Study Unit 6
Name_____________________________
Name_____________________________
Word Review
Word Review
Memorize these high frequency words for
the posttest.
Memorize these high frequency words for
the posttest.
1.
2.
3.
4.
5.
hour
honest
honor
calf
half
1.
2.
3.
4.
5.
hour
honest
honor
calf
half
“ch” sounding like “k” (Greek sound)
“ch” sounding like “k” (Greek sound)
This is your “word study” guide for the “ch”
spelling of “k” sound. Some of these words
may be used on our test. Other words on the
test may be new to show you can apply the
spelling pattern in many words.
This is your “word study” guide for the “ch”
spelling of “k” sound. Some of these words
may be used on our test. Other words on the
test may be new to show you can apply the
spelling pattern in many words.
1.
2.
3.
4.
5.
chaos
echo
character
chorus
ache
1.
2.
3.
4.
5.
chaos
echo
character
chorus
ache
The spelling pattern is: _______________
The spelling pattern is: _______________
_________________________________
_________________________________
Homework: Find more words that follow the
spelling pattern.
Homework: Find more words that follow the
spelling pattern.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
40
Word Study Unit 7
Rules:
Greek-influenced spelling: When a word with the “f” sound is Greek-influenced the “f” sound is
spelled “ph”.
Examples: alphabet, amphibian, apostrophe, atmosphere, claustrophobic, gopher, graph,
homophone, Joseph, nephew, pharmacy, phenomenon, philosophy, phobia, Phoenix, phony, phrase,
saxophone, troposphere
Assessment:
Tell students whether the words are Greek letter sounds or not. Students should know
whether to use “ph” or another letter for the “f” sound depending on whether it is a Greek
letter sound or not. Do not count other spelling errors wrong if students have not yet learned
them, such as: photosynthesis. They must get the “ph” part correct.
Sounds (words)
1. farther (not Greek influenced)
2. phony (Greek influenced)
3. photosynthesis (Greek influenced)
4. fullness (not Greek influenced)
5. telephone (Greek influenced)
Sounds (in sentences)
6. My favorite food is pizza. (not Greek influenced)
7. I want to visit the city of Phoenix. (Greek influenced)
8. I had my photograph taken. (Greek influenced)
9. The movie was fantastic. (not Greek influenced)
10. The pheasant flew through the air. (Greek influenced)
High Frequency Words (in sentences)
11. I hope to double my points.
12. I need to buy some new shoes.
13. My favorite soup is chicken noodle.
14. If you follow the rules you won’t get in trouble.
15. The whole group needs to work hard.
41
Word Study Unit 7
Word Study Unit 7
Name_____________________________
Name_____________________________
Word Review
Word Review
Memorize these high frequency words for
the posttest.
Memorize these high frequency words for
the posttest.
1.
2.
3.
4.
5.
double
trouble
buy
group
soup
1.
2.
3.
4.
5.
double
trouble
buy
group
soup
“ph” sounding like “f” (Greek sound)
“ph” sounding like “f” (Greek sound)
This is your “word study” guide for the “ph”
spelling of the “f” sound. Some of these
words may be used on our test. Other words
on the test may be new to show you can
apply the spelling pattern in many words.
This is your “word study” guide for the “ph”
spelling of the “f” sound. Some of these
words may be used on our test. Other words
on the test may be new to show you can
apply the spelling pattern in many words.
1.
2.
3.
4.
5.
phantom
pharmacy
phase
pheasant
philosophy
1.
2.
3.
4.
5.
phantom
pharmacy
phase
pheasant
philosophy
The spelling pattern is: _______________
The spelling pattern is: _______________
_________________________________
_________________________________
Homework: Find more words that follow the
spelling pattern.
Homework: Find more words that follow the
spelling pattern.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
42
Word Study Unit 8
Rules:
Greek-influenced spelling: When a word with the long “i” sound is Greek-influenced the long “i”
sound is spelled “y”.
Examples: apply, clarify, cycle, cyclone, dynamic, dynamite, encyclopedia, formaldehyde, fryer,
identify, pry, psychology, rye, sanctify, types,
Assessment:
Tell students whether the words are Greek letter sounds or not. Students should know whether
to use “y” or another letter for the long i sound depending on whether it is a Greek letter sound
or not.
Sounds (words)
1. myself(Greek influenced)
2. pigsty (Greek influenced)
3. final (not Greek influenced)
4. trying (Greek influenced)
5. hyper (Greek influenced)
Sounds (in sentences)
6. I like to visit the card shop in Lyons. (Greek influenced)
7. Are you going to the tryout for the team? (Greek influenced)
8. You do not need to go on a diet. (not Greek influenced)
9. Please justify your answer. (Greek influenced)
10. Always walk on the sidewalk to be safe. (not Greek influenced)
High Frequency Words (in sentences)
11. You have worn that shirt before.
12. I like to put sugar on my cereal.
13. I swore that I didn’t know that!
14. You have been sworn to secrecy.
15. I wore my tennis shoes to the game.
43
Word Study Unit 8
Word Study Unit 8
Name_____________________________
Name_____________________________
Word Review
Word Review
Memorize these high frequency words for
the posttest.
Memorize these high frequency words for
the posttest.
1.
2.
3.
4.
5.
worn
wore
swore
sworn
sugar
1.
2.
3.
4.
5.
worn
wore
swore
sworn
sugar
“y” sounding like “long i” (Greek spelling)
“y” sounding like “long i” (Greek spelling)
This is your “word study” guide for the “y”
spelling of long I sound. Some of these
words may be used on our test. Other words
on the test may be new to show you can
apply the pattern in many words.
This is your “word study” guide for the “y”
spelling of long I sound. Some of these
words may be used on our test. Other words
on the test may be new to show you can
apply the pattern in many words.
1.
2.
3.
4.
5.
sty
dye
nylon
byte
style
1.
2.
3.
4.
5.
sty
dye
nylon
byte
style
The spelling pattern is: _______________
The spelling pattern is: _______________
_________________________________
_________________________________
Homework: Find more words that follow the
spelling pattern.
Homework: Find more words that follow the
spelling pattern.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
44
Word Parts
Greek
45
46
Word Study Unit 9
Greek word parts:
micro (small)
bio (life)
Teaching Procedure:
Present the word parts micro and bio. Students list as many words as they can that contain the
word parts micro and bio.

Micro examples: microbiology, microfilm, micrometer, micronucleus, microorganism,
microphone, microscope, microwave

Bio examples: biochemist, biography, biology, bionic, biopsy, biosphere, microbiology
Evaluating word lists, students determine the meaning of micro and bio. Once they know the
meaning of the word parts, they should be able to determine the meaning of other words
containing them.
Assessment:
Provide the following words to students. Students will choose three words from each list and
write definitions based on their knowledge of the word parts. To help students define the words
in their entirety, you may need to provide definitions of other parts of the words.
Micro:
1. microcapsule (a tiny capsule containing material)
2. microcassette (a small cassette)
3. microscope (an instrument for enlarging small objects)
4. microphone (a small instrument that transmits sound)
5. microclimate (the climate of a small habitat or place)
6. microhabitat (the small environment where an organism lives, such as decaying wood for
insects)
7. micronucleus (a small nucleus)
Bio:
1. abiotic (nonliving things)
2. antibiotic (prevent or destroy life)
3. biography (a written history of a person’s life)
graph=written or recorded
4. biodegradable (living things that break things down)
5. biohazard (something that is dangerous to living things)
6. biology (study of life)
7. biome (a living community, as a rainforest or a desert)
47
Word Study Unit 9
Word Study Unit 9
Name__________________________
Name__________________________
This is your study guide for word parts
micro and bio.
This is your study guide for word parts
micro and bio.
Micro means: ____________________
Micro means: ____________________
Bio means: ______________________
Bio means: ______________________
Homework:
Find words that contain the word part
micro.
Homework:
Find words that contain the word part
micro.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Find words that contain the word part
bio.
Find words that contain the word part
bio.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
48
Word Study Unit 10
Greek word parts:
scope (to watch or see)
tele (at a distance, far)
Teaching Procedure:
Present the word parts scope and tele. Students list as many words as they can that contain the
word parts scope and tele.

Scope examples: microscope, telescope, horoscope, kaleidoscope, stethoscope, periscope,
radarscope

Tele examples: television, televise, telegraph, telecast, teleconference, telecommunication,
telegram, telemarketing, televangelist, telethon
Evaluating word lists, students determine the meaning of word parts scope and tele. Once they
know the meaning of the word parts, they should be able to determine the meaning of other
words containing them.
Assessment:
Provide the following words to students. Students will choose three words from each list and
write definitions based on their knowledge of the word parts. To help students define the words
in their entirety, you may need to provide definitions of other parts of the words.
Scope: to watch, look at, or see
1. telescope (an instrument to make distant objects appear larger or closer so you can see
them)
2. horoscope (to look at the positions of the planets to predict the future)
horo=predict or position?
3. microscope (an instrument that enlarges small objects so you can see them)
4. kaleidoscope (to look at colored pieces through an instrument )
5. periscope (an instrument that lets one observe an obstructed view through reflecting
mirrors)
peri=point?
Tele: distant
1. television (a system where one can watch something that is happening at a distance)
2. telephone (a system to send sound over distances)
3. telethon (a long televised show where callers from a distance make pledges to send
money)
thon=long?
4. teleconference (a conference among people that is help at a distance using phones or
computers)
5. telegraph (send written messages over a distance)
6. telemarketing (to sell things to customers from a distance: uses the telephone)
49
Word Study Unit 10
Word Study Unit 10
Name__________________________
Name__________________________
This is your study guide for word parts
scope and tele.
This is your study guide for word parts
scope and tele.
Scope means: ____________________
Scope means: ____________________
Tele means: _____________________
Tele means: _____________________
Homework:
Find words that contain the word part
scope.
Homework:
Find words that contain the word part
scope.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Find words that contain the word part
tele.
Find words that contain the word part
tele.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
50
Word Study Unit 11
Greek word parts:
phono, phon (sound)
Teaching Procedure:
Present the word part phono, phon. Students list as many words as they can that contain that
word part.

phono, phon examples: telephone, phone, microphone, phonetic, phonic, phonograph, earphone,
headphone, saxophone, xylophone, cacophony
Evaluating word lists, students determine the meaning of word part phono or phon. Once they
know the meaning of the word part, they should be able to determine the meaning of other
words containing them.
Assessment:
Provide the following words to students. Students will choose three words from each list and
write definitions based on their knowledge of the word parts. To help students define the words
in their entirety, you may need to provide definitions of other parts of the words that have not
been previously taught.
phone, phono: sound
1. telephone (an instrument used to send sound from a distance)
2. microphone (an instrument used to make a small sound larger)
3. phonograph (a machine that plays sound that was recorded)
graph = something that is written or recorded
4. phonic (the sounds in speech)
5. saxophone (an instrument that makes musical sound)
sax = part of the name of the man who invented it
51
Word Study Unit 11
Word Study Unit 11
Name__________________________
Name__________________________
This is your study guide for word parts
phono or phon.
This is your study guide for word parts
phono or phon.
Phono or phon means: ______________
Phono or phon means: ______________
List any words that you can think of that
contain the word part phono or phon.
List any words that you can think of that
contain the word part phono or phon.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Homework:
Find words that contain the word part
phono or phon.
Homework:
Find words that contain the word
part phono or phon.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
52
Word Study Unit 12
Greek word parts:
auto (self)
Teaching Procedure:
Present the word part auto. Students list as many words as they can that contain that word
part.

auto examples: autobiography, autograph, autoimmune, automatic, automaton, automobile,
automotive, autonomous, autopilot
Evaluating word lists, students determine the meaning of word part auto. Once they know the
meaning of the word part, they should be able to determine the meaning of other words
containing them.
Assessment:
Provide the following words to students. Students will choose three words from the list and
write definitions based on their knowledge of the word parts. To help students define the words
in their entirety, you may need to provide definitions of other parts of the words that have not
been previously taught.
auto: self
1. autobiography (a written history of a one’s own life)
2. autograph (a person’s own signature or handwriting)
graph = something that is written or recorded
3. automatic (self-acting)
matic = to move
4. automobile (cars that appear to move by themselves)
mobile = move
5. autopilot (a device for automatically steering ships, aircraft, and spacecraft)
pilot = a person who operates the controls of something
53
Word Study Unit 12
Word Study Unit 12
Name__________________________
Name__________________________
This is your study guide for the word
part auto.
This is your study guide for the word
part auto.
Auto means: _____________________
Auto means: _____________________
List any words that you can think of that
contain the word part auto.
List any words that you can think of that
contain the word part auto.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Homework:
Find words that contain the word
part auto.
Homework:
Find words that contain the word
part auto.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
54
Word Study Unit 13
Greek word parts:
graph (written or drawn)
Teaching Procedure:
Present the word part graph. Students list as many words as they can that contain that word
part.

graph examples: autograph, biography, calligraphy, digraph, geography, graphic, graphite,
graphology, historiography, lithograph, photograph, polygraph, topography
Evaluating word lists, students determine the meaning of word part graph. Once they know the
meaning of the word part, they should be able to determine the meaning of other words
containing them.
Assessment:
Provide the following words to students. Students will choose three words from the list and
write definitions based on their knowledge of the word parts. To help students define the words
in their entirety, you may need to provide definitions of other parts of the words.
graph: written or drawn
1. autograph (a person’s own signature or handwriting)
2. biography (written history of a person’s life)
3. calligraphy (artistic, stylized, or elegant handwriting)
calli = beautiful
4. geography (the study of earth’s surface)
geo = earth or shape
5. photograph (a picture or reproduction taken in the light that was made by photography)
photo = light
55
Word Study Unit 13
Word Study Unit 13
Name__________________________
Name__________________________
This is your study guide for the word
part graph.
This is your study guide for the word
part graph.
Graph means: ____________________
Graph means: ____________________
List any words that you can think of that
contain the word part graph.
List any words that you can think of that
contain the word part graph.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Homework:
Find words that contain the word part
graph.
Homework:
Find words that contain the word
part graph.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
56
Word Study Unit 14
Greek word parts:
cycl(e) (wheel or circle)
Teaching Procedure:
Present the word part cycle. Students list as many words as they can that contain that word
part.

cycle examples: bicycle, bicyclist, cyclical, cycling, cyclist, cyclograph, cyclometer, cyclone,
cyclopedia, Cyclops, encyclopedia, epicycle, kilocycle, megacycle, monocycle, motorcycle,
recycle, tricycle, unicycle
Evaluating word lists, students determine the meaning of word part cycle. Once they know the
meaning of the word part, they should be able to determine the meaning of other words
containing them.
Assessment:
Provide the following words to students. Students will choose three words from the list and
write definitions based on their knowledge of the word parts. To help students define the words
in their entirety, you may need to provide definitions of other parts of the words.
cycl(e): wheel or circle
1. bicycle (a vehicle having two large wheels)
bi=two
2. cyclone (a weather situation in which wind rotates around one center of air)
one=1
3. encyclopedia (a complete circle of information)
pedia=education
4. recycle (to use material again)
5. cyclical = moving or coming in cycles
6. motorcycle (a two-wheeled automotive vehicle)
motor=a device used to do work
57
Word Study Unit 14
Word Study Unit 14
Name__________________________
Name__________________________
This is your study guide for the word
part cycl(e).
This is your study guide for the word
part cycl(e).
Cycle means: ____________________
Cycle means: ____________________
List any words that you can think of that
contain the word part cycle.
List any words that you can think of that
contain the word part cycle.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Homework:
Find words that contain the word part
cycl(e).
Homework:
Find words that contain the word
part cycl(e).
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
58
Word Study Unit 15
Greek word parts:
meter (measure)
Teaching Procedure:
Present the word part meter. Students list as many words as they can that contain that word
part.

meter examples: barometer, centimeter, cyclometer, decimeter, diameter, geometric,
geometry, micrometer, kilometer, meter (as in linear measure), meter (as in music),
millimeter, parameter, seismometer, spectrometer, speedometer, symmetric, symmetry,
thermometer
Evaluating word lists, students determine the meaning of word part meter. Once they know the
meaning of the word part, they should be able to determine the meaning of other words
containing them.
Assessment:
Provide the following words to students. Students will choose three words from the list and
write definitions based on their knowledge of the word parts. To help students define the words
in their entirety, you may need to provide definitions of other parts of the words.
meter: measure
1. geometry (math that deals with shape and measure)
geo=shape
2. barometer (a tool that measures air pressure)
baro=weight or pressure
3. speedometer (a tool that measures speed)
4. symmetry (measuring to see that something is alike on both sides)
sym=balance
5. diameter (the measure of a line that passes through the center of a circle)
dia=apart or through
59
Word Study Unit 15
Word Study Unit 15
Name__________________________
Name__________________________
This is your study guide for the word
part meter.
This is your study guide for the word
part meter.
Meter means: ___________________
Meter means: ___________________
List any words that you can think of that
contain the word part meter.
List any words that you can think of that
contain the word part meter.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Homework:
Find words that contain the word part
meter.
Homework:
Find words that contain the word
part meter.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
60
Syllabication
61
62
Word Study Unit 16
Rules:
V•V (Vowel Team Rule)
Do not separate vowel teams.
Examples: bea•con, bea•gle, doo•dle, ea•gle, ea•ger, gai•ly, goo•ber, goo•ey, grou•chy, lop•eared,
loy•al, pea•nut, tai•lor, swee•tie,
Exceptions (some vowel teams do divide between the vowels when the vowels form two
syllables): flu•id, di•et, i•o•dine,
Teaching Procedure: Syllabication should be taught with direct instruction and a focus lesson
rather than using an investigative approach.
Assessment:
Tell students to separate the word into syllables following the syllabication rule for this unit.
Sound (words)
1. beacon
2. peanut
3. tailor
4. eagle
5. gooey
The following sentences should be separated at the underlined word. Tell students which word
to syllabicate to wrap the sentence.
Sound (in sentences)
6. My mom was very grouchy when she woke up this morning.
7. Matthew likes to doodle while he talks on the phone.
8. My friend’s mom likes to call her sweetie instead of Anne.
9. Cindy bought a new beagle puppy.
10. My best friend is the most loyal person I know.
63
Word Study Unit 16
Word Study Unit 16
Name__________________________
Name__________________________
This is your study guide for the
syllabication rule V•V.
This is your study guide for the
syllabication rule V•V.
The rule is: _____________________
The rule is: _____________________
______________________________
______________________________
List any words that you can think of that
demonstrate the syllabication rule.
List any words that you can think of that
demonstrate the syllabication rule.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Homework: Find words that demonstrate
the syllabication rule.
Homework: Find words that demonstrate
the syllabication rule.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
64
Word Study Unit 17
Rules:
V•C + LE Rule
If the word ends in a consonant + le, divide before the consonant (unless the consonant is part
of a blend or digraph).
Examples: an•gle, bi•cy•cle, bot•tle, bub•ble, cir•cle, dim•ple, lit•tle, mid•dle, pic•kle, ta•ble,
Teaching Procedure: Syllabication should be taught with direct instruction and a focus lesson
rather than using an investigative approach.
Assessment:
Tell students to separate the word into syllables following the syllabication rule for this unit.
Sound (words)
1. angle
2. bubble
3. pickle
4. little
5. middle
The following sentences should be separated at the underlined word. Tell students which word
to syllabicate to wrap the sentence.
Sound (in sentences)
6. I like to ride my bicycle to school.
7. Draw a large circle on your paper.
8. She had a cute dimple in the center of her cheek.
9. Please set the table for dinner.
10. Put your soda bottle in the garbage.
65
Word Study Unit 17
Word Study Unit 17
Name__________________________
Name__________________________
This is your study guide for the
syllabication rule V•C + LE.
This is your study guide for the
syllabication rule V•C + LE.
The rule is: _____________________
The rule is: _____________________
______________________________
______________________________
List any words that you can think of that
demonstrate the syllabication rule.
List any words that you can think of that
demonstrate the syllabication rule.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Homework: Find words that demonstrate
the syllabication rule.
Homework: Find words that demonstrate
the syllabication rule.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
66
Word Study Unit 18
Rules:
V•C Rule
When a vowel is followed by a single consonant the consonant usually begins the second syllable.
Examples: a•gain, be•fore, ca•bin, clo•set, co•ver, ha•bit, la•dle, mo•bile, mo•dern, No•vember,
o•pal, o•paque, o•pen, o•pinion, pa•per, pro•mise, re•do, ro•bin, sa•ber, to•ken, to•day, wo•man,
yo•del
Teaching Procedure: Syllabication should be taught with direct instruction and a focus lesson
rather than using an investigative approach.
Assessment:
Tell students to separate the word into syllables following the syllabication rule for this unit.
Sound (words)
1. today
2. again
3. before
4. opinion
5. modern
The following sentences should be separated at the underlined word. Tell students which word
to syllabicate to wrap the sentence.
Sound (in sentences)
6. My favorite month is November because it’s my birthday month.
7. Please take out your book and open it to page 14.
8. There was a tall woman standing on the corner.
9. Please close the window before the bugs come in.
10. You need to redo this assignment.
67
Word Study Unit 18
Word Study Unit 18
Name__________________________
Name__________________________
This is your study guide for the
syllabication rule V•C.
This is your study guide for the
syllabication rule V•C.
The rule is: _____________________
The rule is: _____________________
______________________________
______________________________
List any words that you can think of that
demonstrate the syllabication rule.
List any words that you can think of that
demonstrate the syllabication rule.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Homework: Find words that demonstrate
the syllabication rule.
Homework: Find words that demonstrate
the syllabication rule.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
68
Word Study Unit 19
Rules:
VCC•CV & VC•CCV (Consonant Digraph & Blend Rule)
Do not separate consonant blends and digraphs.
Examples: ath•lete, buck•et, chil•dren, com•plain, com•plete, con•stant, dol•phin, en•glish,
graph•ic, hun•dred, in•spect, in•stant, king•dom, kit•chen, laugh•ter, ma•chine, mon•ster,
mum•ble, or•chard, or•phan, pil•grim, pitch•er, pump•kin, pur•chase, ra•ther
Teaching Procedure: Syllabication should be taught with direct instruction and a focus lesson
rather than using an investigative approach.
Assessment:
Tell students to separate the word into syllables following the syllabication rule for this unit.
Sound (words)
1. complain
2. instant
3. rather
4. monster
5. dolphin
The following sentences should be separated at the underlined word. Tell students which word
to syllabicate to wrap the sentence.
Sound (in sentences)
6. Please turn the light off in the kitchen when you leave.
7. Let’s carve a pumpkin for Halloween.
8. We picked apples from the orchard last weekend.
9. It is important to complete your homework.
10. There are many children at Bluff Elementary School.
69
Word Study Unit 19
Word Study Unit 19
Name__________________________
Name__________________________
This is your study guide for the
syllabication rule VCC•CV & VC•CCV
This is your study guide for the
syllabication rule VCC•CV & VC•CCV
The rule is: _____________________
The rule is: _____________________
______________________________
______________________________
List any words that you can think of that
demonstrate the syllabication rule.
List any words that you can think of that
demonstrate the syllabication rule.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Homework: Find words that demonstrate
the syllabication rule.
Homework: Find words that demonstrate
the syllabication rule.
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
70