Grammar and Composition
Vocabulary and
Spelling Strategies
and Practice
Grade 7
Glencoe/McGraw-Hill
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Contents
Vocabulary for Writing in the Real World
Jenkins Celebrates Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Featuring “The Freep!” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Synder Describes Gargoyles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Bethancourt Writes “User Friendly” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Rand Explains Underwater Mysteries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Carson Delivers a Wake-up Call . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Literature Vocabulary
The Diary of Latoya Hunter, Latoya Hunter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
The Clay Marble, Minfong Ho. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Gathering, Virginia Hamilton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
“A Huge Black Umbrella,” Marjorie Agosín . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Living Treasure, Laurence Pringle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
“The Liberry,” Bel Kaufman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Learning from Context
Definition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Comparison I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Comparison II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Contrast I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Contrast II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Cause and Effect I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Cause and Effect II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Word Parts
Roots I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Roots II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Prefixes I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Prefixes II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Suffixes I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Suffixes II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Synonyms, Antonyms, and Homonyms
Synonyms I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Synonyms II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Antonyms I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Antonyms II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Homonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
iii
Contents
Using the Dictionary and Thesaurus
Borrowed Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Using a Dictionary I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Using a Dictionary II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Using a Dictionary III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Using a Dictionary IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Using a Thesaurus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Using Spelling Rules
Spelling ie and ei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unstressed Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Adding Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Suffixes and the Silent e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Suffixes and the Final y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Doubling the Final Consonant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Forming Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Forming Plurals—General Rules I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Forming Plurals—General Rules II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Forming Plurals—Special Rules I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Forming Plurals—Special Rules II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Problem Words
Spelling Problem Words I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Spelling Problem Words II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Spelling Problem Words III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Spelling Problem Words IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
iv
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
1
Jenkins Celebrates Life
Use with Writing in the Real World, pp. 4–7.
Key Information
Listed below are some of the words that are important for understanding Writing in the Real
World. Say each word to yourself. Then answer the questions that follow.
calypso
maracas
express
melody
broaden
ripple
inspire
amidst
informal
encounter
■ A. Word Association
Complete each word group by writing a word from the list above that is closely associated with the other words or phrases.
1. say, tell, make known
________________________________________________
2. widen, develop, enlarge
________________________________________________
3. Bahamas, rhythm, drums
________________________________________________
4. song, tune, music
________________________________________________
5. rattles, instruments, shake
________________________________________________
■ B. Using Words in Sentences
In each sentence below, cross out one or more words, and replace what you crossed out
with a word from the list above. Write the listed word above the part you crossed out.
Use your dictionary if you need help.
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1. We were surprised to meet up with a well-dressed gentleman in the alley.
2. She often wore jeans, T-shirts, and other casual clothes to work.
3. The movement of the rowboat caused only a small wave in the lake.
4. A trip to the library may bring about an interest in books.
5. It was difficult to hear the speaker in the middle of all the shouting.
6. The small rhythm instruments were hand painted with scenes from an island.
7. Grandfather played an old tune on his accordion.
8. Chang is trying to enlarge his understanding of how the heart and lungs work.
9. Jessica has a hard time trying to tell her feelings about moving to Tallahassee.
10. When the band began to play the music from Trinidad, people jumped up
to dance.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
1
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
2
Featuring “The Freep!”
Use with Writing in the Real World, pp. 42–45.
Key Information
Listed below are some of the words that are important for understanding Writing in the Real
World. These words can also help you understand feature writing. Say each word to yourself,
and then answer the questions that follow. Use a dictionary if needed.
reflect
profile
contemporary
deem
submit
graphic
impatient
achieve
collaboration
publication
■ A. Exploring Word Meanings
1. Which word describes how a feature writer might feel when a story just won’t
come out right?___________________________________________________________
2. Which word names information that appears as charts, diagrams, or pictures
instead of words? _________________________________________________________
3. How do you think collaboration might be related to a publication?
4. Both reflect and deem mean “to think about” or “to consider.” But they are differ-
ent in an important way. Which of the two words also means “to judge”? Use a
dictionary, and compare the definitions.
Complete each sentence to make the meaning of the underlined word clear.
1. The writer decided to take her notes on cards and then transfer them to
2. Elena liked to read contemporary authors because _______________________________
3. Their work was a collaboration: Jen gathered the information, and Willow
4. My mother deems it necessary for me to study because she knows that I want
5. Before I decided to submit a poem, I __________________________________________
2 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
■ B. Making the Meaning Clear
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
3
Snyder Describes Gargoyles
Use with Writing in the Real World, pp. 110–113.
Key Information
Listed below are some of the words that are important for understanding Writing in the
Real World. Say each word to yourself. Then answer the questions that follow. Use a dictionary if needed.
overall
precise
vision
highlight
visualize
ordinarily
hesitation
imaginative
interpretation
flamboyant
■ A. Relating Words to Concepts
1. Which word from the list means about the same thing as to picture?
2. Which word describes a showy character?
3. Which word describes a technique you might use to show the most important
details in your notes?
4. Which word in the list describes the kind of words a writer wants when she
chooses an adjective like sizzling instead of one like hot?
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5. Which word means the same as daily or commonly?
■ B. Relating Words and Examples
Give an example of each of the following underlined words:
1. An action that shows hesitation
2. A vision of the future
3. Something that has been highlighted
4. An imaginative book
5. An interpretation of a dream
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
3
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
4
Bethancourt Writes “User Friendly”
Use with Writing in the Real World, pp. 152–155.
Key Information
Listed below are some of the words that are important for understanding Writing in the Real
World. Say each word to yourself. Then answer the questions that follow.
portable
disarm
summarize
sly
meddle
resolve
model
artificial intelligence
intimidate
critical
■ A. Recognizing Definitions
Write the word or phrase from each group that matches the meaning of the underlined
word. Use a dictionary if needed.
1. summarize: prepare for summer; tell about briefly; elaborate; commit to memory
2. intimidate: frighten; listen; imply; supply with raw materials
3. portable: drinkable; edible; resistant to water; able to be carried
4. resolve: remove weapons from; make up one’s mind; undo; handle with care
Complete each sentence below so that the meaning of the underlined word is clear. Use
a dictionary to check meanings as needed.
1. Our class learned about artificial intelligence when we began our study of ____________
2. Tim began to meddle with my plans when he ___________________________________
3. If you are critical of someone else’s work, you might _____________________________
4. It was very sly of Lauren to _________________________________________________
5. The writer said he modeled his main character after______________________________
4 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
■ B. Completing Sentences
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
5
Rand Explains Underwater Mysteries
Use with Writing in the Real World, pp. 196–199.
Key Information
Listed below are words that are important for understanding Writing in the Real World. Say
each word to yourself. Then use as many words as you need to answer the questions that
follow. You may use some words twice.
aquarium
nocturnal
reef
impression
curator
prowl
reputation
predator
misconception
wriggling
■ A. Word Association
1. Which two words on the list name kinds of movement?
2. Which two words refer to an animal’s need for food?
3. How are curator and aquarium related?
4. Which word refers to time?
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■ B. Using Words in Sentences
In each sentence below, cross out one or more words, and replace what you crossed out
with a word from the list. Write the listed word above the part you crossed out. You
may use your dictionary for help.
1. Pandas have a good name because they look cute and cuddly. Are they really?
2. Bats are active during the night.
3. The belief that wolves will attack humans is a wrong idea.
4. Her constant smile gave others the strong feeling that she was happy.
5. Tiny mice search silently and constantly along the riverbank for edible seeds.
6. The snake moved quickly, twisting and turning through the tall grass.
7. We went to the collection of sea exhibits housed in one building in Baltimore.
8. Elaine went snorkeling near the ridge of coral off Bahia Honda State Park.
9. The person in charge of the museum is an expert on Navajo art.
10. The animal followed the fresh tracks made by its prey.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
5
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
6
Carson Delivers a Wake-up Call
Use with Writing in the Real World, pp. 258–261.
Key Information
Listed below are some of the words that are important for understanding Writing in the Real
World. Say each word to yourself. Then answer the questions that follow.
anecdote
evidence
surgeon
knowledge
persuasive
admiration
grumpily
effectively
literate
confidence
■ A. Word Association
Write a word from the list that has the same or almost the same meaning as each of the
following words or phrases. Use your dictionary as needed.
1. belief in one’s ability
__________________________________________________
2. physician
__________________________________________________
3. convincing
__________________________________________________
4. having skill in reading
__________________________________________________
5. with a desired result
__________________________________________________
6. facts for a trial
__________________________________________________
■ B. Relating Words and Examples
1. evidence: a photo showing a crime being committed; support for an idea in your
writing; a small furry creature
2. admiration: a smile that shows pleasure and positive feelings; a deposit in a bank
account; praise for something well done
3. grumpily: saying something slowly; doing something with a frown; getting out of
bed with a complaint and a growl
4. anecdote: story told to make a point; something to counteract a poison; narrative
about a personal experience
5. knowledge: understanding why the Declaration of Independence was written;
being able to repair a leaky faucet; lifting more than one’s own weight
6 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
For each underlined word, cross out the phrase from each group that is not an
example of the underlined word. On the line write a correct example of your own.
Use a dictionary to check your answers.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
The Diary of Latoya Hunter, Latoya Hunter
7
Use with Unit 1, pp. 32–38.
Key Information
Listed below are some useful words from the literature selection. Say each word on the list
to yourself.
desperate
empathize
envy
mature
individual
realization
pathetic
circulate
innumerable
communicate
■ A. Relating Known and Unknown Words
Match each word below with a synonym from the list. Refer to the dictionary as needed.
1. understanding
_________________________________________________________
2. move
_________________________________________________________
3. jealousy
_________________________________________________________
4. grow up
_________________________________________________________
5. speak
_________________________________________________________
■ B. Using Words in Sentences
Write a sentence using each pair of words. Use context clues so that a reader will understand the meanings of the words from your sentence. Use a dictionary if necessary.
Copyright © The McGraw-Hill Companies, Inc.
1. desperate, pathetic ________________________________________________________
2. communicate, innumerable _________________________________________________
3. individual, realization______________________________________________________
4. envy, mature _____________________________________________________________
5. empathize, individual ______________________________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
7
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
8
The Clay Marble, Minfong Ho
Use with Unit 2, pp. 90–95.
Key Information
Listed below are some useful words from the literature selection. Say each word to yourself.
massive
flourish
fragment
nestle
wistfully
earnest
deftly
precious
ceremoniously
ember
■ A. Word Association
Complete each word group by writing a word from the list above that is closely associated with the other words or phrases. Refer to a dictionary if helpful.
1. fire, ashes, heat
_____________________________________________
2. hands, quickly, easily
_____________________________________________
3. jewels, dear, valuable
_____________________________________________
4. piece, broken, part
_____________________________________________
5. close, comfort, hug
_____________________________________________
6. sadness, memories, longingly
_____________________________________________
■ B. Using Words in Sentences
Complete each of the following sentences by choosing an appropriate word from the
list. Use each word only once. Refer to a dictionary if necessary.
each soldier’s uniform.
2. Kevin thought _______________ about the game he was going to miss.
3. Workers moved the _______________ stone into place.
4. Sarah is an _______________ student who always does her work well.
5. We watched the woman’s hands as she quickly and _______________ wove
a small basket.
6. The crown is made of _______________ metal.
7. Mei signed her name in large letters and with a great _______________.
8. The puppies began to _______________ up to their mother in order to get warm.
9. Shiveh dug up a _______________ of an old pottery jar.
10. Only a single _______________ remained in the fire.
8 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
1. The president _______________ and with great solemnity pinned a medal on
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
9
The Gathering, Virginia Hamilton
Use with Unit 3, pp. 142–148.
Key Information
Listed below are some useful words from the literature selection. Say each word to yourself.
descend
emit
illuminate
comprehend
singe
obscure
presence
glinting
component
understatement
■ A. Understanding Words Through Contrast
Write a word from the list that has a meaning nearly opposite the meaning of each
word below. Use a dictionary if necessary.
1. exaggeration
________________________________________________________
2. absence
________________________________________________________
3. misunderstand
________________________________________________________
4. clear
________________________________________________________
5. darken
________________________________________________________
■ B. Understanding Definitions
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Read each definition below. Write the word from the list that most closely matches
each definition. Use a dictionary if you need one.
1. shining
____________________________________
2. give off
____________________________________
3. understand
____________________________________
4. go down
____________________________________
5. difficult to understand
____________________________________
6. state of being in a place
____________________________________
7. light up
____________________________________
8. burn slightly
____________________________________
9. a part that is combined with other parts
____________________________________
to make a whole
10. a weak expression of a truth or emotion
____________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
9
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
“A Huge Black Umbrella,” Marjorie Agosín
10
Use with Unit 4, pp. 188–192.
Key Information
Listed below are some useful words from the literature selection. Say each word to yourself.
bewitch
downpour
temple
somber
tormented
survivor
abroad
fantastic
vanish
prosperity
■ A. Relating Known and Unknown Words
Match each word below with a synonym from the list. Use a dictionary if necessary.
1. charm
____________________________________________________________
2. anguished
____________________________________________________________
3. gloomy
____________________________________________________________
4. disappear
____________________________________________________________
5. fabulous
____________________________________________________________
■ B. Using Words in Sentences
Complete each sentence with a word from the list. You may need to change the form of
the word. Use a dictionary if you need one.
1. Everyone who got caught in the _______________ was completely soaked.
2. Felicia was the only _______________ of the pre-Olympic training course.
spellbound.
4. The audience was entertained by the _______________ tale of gargoyles and giants.
5. Earl took off the sunglasses that rubbed against his _______________.
6. The horses were _______________ by flies and mosquitoes.
7. A summer of good weather brought _______________ to the hard-working rancher.
8. Mrs. Gadski dreamed of traveling _______________ one day.
9. When the baby touched the bubble, it _______________.
10. A _______________ silence fell over the crowd when the bad news was announced.
10 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
3. The slow movement of the huge mobile _______________ visitors, holding them
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
11
Living Treasure, Laurence Pringle
Use with Unit 5, pp. 248–254.
Key Information
Listed below are some useful words from the literature selection. Say each word to yourself.
investigate
destruction
oasis
canopy
estimate
classify
species
geyser
microscopic
entomologist
■ A. Word Association
Complete each word group by writing a word from the list above that is closely associated with the other words or phrases. Use a dictionary if necessary.
1. water, desert, life
___________________________________________________
2. water, hot, erupt
___________________________________________________
3. categories, divide, list
___________________________________________________
4. breaking, loss, ruin
___________________________________________________
5. similar, plants, animals
___________________________________________________
■ B. Rewriting Sentences
Rewrite each sentence using one of the words from the list. Use a dictionary if necessary.
Copyright © The McGraw-Hill Companies, Inc.
1. In a rain forest the tops of the tallest trees provide homes for many species.
2. Some organisms are not visible to the naked eye.
3. Scientists can now study and learn about topics that have never been studied before.
4. A scientist who studies insects must do extensive field work.
5. Scientists make informed guesses that there are thirty million species of insects
in the world. _____________________________________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
11
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
12
“The Liberry,” Bel Kaufman
Use with Unit 6, pp. 298–302.
Key Information
Listed below are some useful words from the literature selection. Say each word to yourself.
relentless
merchandise
imposed
curtail
inundate
priority
anonymous
innovative
endure
illiteracy
■ A. Recognizing Definitions
Write the phrase from each group that matches the meaning of each underlined word.
Use a dictionary if necessary.
1. anonymous: without a name; unwanted or unloved; poorly written
2. curtail: to put on a show; to put an end to; to test
3. illiteracy: not getting exercise; not having food; not being able to read or write
4. relentless: without permission; without a penny; persistent
■ B. Relating Words and Examples
Write a sentence that gives an example of each of the following:
1. Something that might be imposed
2. Merchandise you might purchase at a department store
3. A priority you have on weekday mornings
4. An innovative machine or tool
5. Something you or a friend must endure
12 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
5. inundate: to flood; to repair; to create once again
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
13
Using Context Clues: Definition
Key Information
When you come to an unfamiliar word in your reading, you often can figure out what it
means by looking at the surrounding words, or the context. Sometimes the meaning of the
unfamiliar word is stated in the same sentence, as in this example.
The counterpane, or bedspread, was handmade.
The word or is a clue that a restatement or definition of the word follows. You can use this
clue to figure out that a counterpane is a bedspread. Below are some examples of clue
words that signal definition.
that is
or
in other words
which means
■ A. Word Meanings from Definition Clues
Use the context clues in each sentence to figure out the meaning of the underlined
word. On the line write a definition in your own words.
1. Alicia was afraid to broach the subject; that is, she did not want to bring it up.
2. Roosevelt was a blunt person; that is, he said what he thought without ever
holding back.
Copyright © The McGraw-Hill Companies, Inc.
3. The road meanders, or winds, because it follows the river.
4. The United States enjoyed great prosperity during the 1920s, which means that
most people’s standard of living rose.
■ B. Using Context Clues to Make Meaning Clear
Write a sentence using each of the following words. Use a definition or restatement
clue to make the meaning of the word clear. Use a dictionary if you need to, but state
the definition in your own words.
1. blatant
2. err
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
13
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
14
Using Context Clues: Example
Key Information
When you come to an unfamiliar word in your reading, you often can figure out what it
means by looking at the surrounding words, or the context. Sometimes the meaning of the
unfamiliar word is explained by an example, as in the following sentence.
Many reptiles, such as lizards and snakes, live in the desert.
The clue in this sentence is such as; it tells you that an example follows. You can then figure
out that reptiles are a kind of animal and that snakes and lizards are kinds of reptiles. The
following clue words are often used with examples:
like
such as
for example
for instance
■ A. Word Meanings from Example Clues
Use the examples in each of the following sentences to figure out the meaning of the
underlined word. Circle the clue that signals an example. Then write what you think
the underlined word means.
1. Some habitats, such as the plains that provided food and shelter for many species
of small animals, are disappearing rapidly.
2. His diet was low in nutrients; for example, he ate no fruits or vegetables yesterday.
3. The performance was nearly inaudible at times; for instance, we couldn’t hear the
4. My neighbor is excessively polite; for example, she thanked me six times for help-
ing her carry the groceries in from her car.
■ B. Using Example Clues to Make Meaning Clear
Complete each sentence below by giving an example to make the meaning of the
underlined word clear. Use a dictionary as needed.
1. Juan was known for his crazy exploits, such as __________________________________
2. Paula seemed to be having a relapse; for example, she ____________________________
3. The food was enough to feed a multitude of guests; for instance,____________________
14 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
actor who played the police officer in the first act.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
15
Using Context Clues: Comparison I
Key Information
When you come across an unfamiliar word in your reading, you often can figure out what it
means by considering the context. Sometimes the unfamiliar word is similar in meaning to
another word or phrase in the sentence.
There were snacks galore at the picnic; similarly, there were a great many sandwiches and
an abundance of fruit.
The clue in the sentence is the word similarly. It tells you that galore, a great many, and
abundance have meanings that are somewhat alike. The comparison clue helps you compare
an unfamiliar word with a word or phrase you already know. Here are some words writers
use to show comparison.
too
likewise
similarly
■ A. Relating Familiar and Unfamiliar Words
In the following sentences circle the clue word that signals a comparison. On the line
write the underlined word and its meaning.
1. Dr. DiMenna told me she had to extract one wisdom tooth; she said, too, that she
might have to take out another tooth later.
2. Fred was eavesdropping on my telephone conversation; similarly, he listened to a
Copyright © The McGraw-Hill Companies, Inc.
private discussion between Grace and Jade.
■ B. Using Words in Sentences
Complete each sentence to show the meaning of the underlined word by providing a
comparison clue. You may use a dictionary if necessary.
1. Our volunteer program has a new slogan; similarly, the school crafts club is writing
2. The tray of sandwiches was tantalizing; but then, too, the appetizers, fruit, and
cold drinks looked ________________________________________________________
3. His plan to bodysurf in Lake Ontario seems absurd; his talk about buying his own
sports car is _________________________________________________ too.
4. The old country houses had thatched roofs; similarly, some houses built in early
America had roofs made of _________________________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
15
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
16
Using Context Clues: Comparison II
Key Information
When you come across an unfamiliar word, look at the context. Often the context contains
clues to the word’s meaning. Sometimes the context contains comparison clues, such as
the following:
also
as
resembled
These clues can tell you that the unfamiliar word is similar to another word or phrase in
the context.
■ A. Using Comparison Clues for Word Meanings
In the following sentences underline the clue word that shows a comparison. On the
line, write the underlined word and its meaning.
1. Wearing ties is a new trend among the boys in our class, as wearing skirts has
become the practice among the girls.__________________________________________
2. The meat had no flavor, and the soup was just as bland.
3. Sarah’s woeful expression resembled the sad face of a child who has lost a toy.
4. We received numerous phone calls about the lost dog; our neighbors also received
many calls. ______________________________________________________________
quietly. _________________________________________________________________
■ B. Using Context Clues to Make Meaning Clear
Write a sentence using each of the numbered words. Use the clue word in parentheses
to introduce a comparison that makes the meaning of the word clear. Use a dictionary
if necessary.
1. gaudy (similarly)
2. legible (likewise)
3. weary (also)
16 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
5. Yaeko compelled her horse to walk slowly, just as she had earlier forced it to stand
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
17
Using Context Clues: Contrast I
Key Information
When you read an unfamiliar word, you often can figure out what it means by looking at the
context. Sometimes the unfamiliar word is contrasted with a word or phrase that has the
opposite meaning.
At the equator it was a sultry day, but in Ottawa it was cold and dry.
The clue in this sentence is the word but, which tells you that sultry means something different from cold and dry. This comparison clue helps you contrast the unfamiliar word with the
familiar words or phrases in the sentence. Here are some words writers use to show contrast.
on the other hand
but
■ A. Relating Known and Unknown Words
In the following sentences circle the clue word that shows contrast. On the line write
the underlined word and its meaning.
1. Ben was wan and tired, but Sarah’s color was healthy.
2. Most people are made unhappy by ridicule; on the other hand, they feel supported
when taken seriously. ______________________________________________________
3. Some want to tear down the old station; on the other hand, Ms. Woo wants to
preserve it. ______________________________________________________________
Copyright © The McGraw-Hill Companies, Inc.
4. Diane said that deer would be visible, but I was unable to see any.
■ B. Using Words in Context
Complete each sentence with a word or phrase that shows the meaning of the underlined word by providing a contrast clue. Use a dictionary as needed.
1. Alleah liked to dress in vivid colors; her sister, on the other hand, preferred colors
that are __________________________________________________________________.
2. The cafeteria was _____________________________________, but the lakefront
was calm and serene.
3. Mrs. Jefferson grieved when her family left the old house, but the children were
4. Sometimes the water from the tap is scalding; on the other hand, it can unexpect-
edly run _______________________________________________________________.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
17
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
18
Using Context Clues: Contrast II
Key Information
You often can figure out the meaning of an unfamiliar word by looking at the context.
Sometimes the writer contrasts the unfamiliar word with something familiar. A sentence may
contain contrast clues, such as the following:
unlike
however
These clues can tell you that the unfamiliar word is different from or opposite to another
word or phrase in the sentence.
■ A. Using Contrast Clues for Word Meanings
In the following sentences circle the word that shows contrast. On the line write the
underlined word and its meaning.
1. Today the lake looks placid; however, it was choppy yesterday.
2. It can be beneficial to exercise; it can be harmful to exercise too much, however.
3. Friday’s dinner was meager, unlike today’s meal, which was a feast.
4. Unlike the Yins, who travel frequently, our family seldom goes anywhere.
■ B. Using Context Clues
Write a sentence for each of the numbered words. Use the contrast clue in parentheses
to help make the meaning clear. You may consult a dictionary if necessary.
1. conscientious (unlike)
2. logical (however)
3. immature (however)
18 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
5. Gina is usually very candid; she was secretive about the surprise party, however.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
19
Using Context Clues: Cause and Effect I
Key Information
You often can figure out the meaning of an unfamiliar word by looking at the familiar
words around it. In the following sentence a clue word can help you figure out the meaning of inferred.
Because the hall was empty, we inferred the concert had been cancelled.
The clue word is because. It tells you that a cause-and-effect statement is being made.
Inferred means “arrived at a conclusion based on evidence.” Some clue words that show
cause and effect are listed below:
because
as a result
therefore
■ A. Figuring Out Word Meanings Using Cause-and-Effect Clues
In the following sentences circle the words that show a cause-and-effect relationship.
On the line write the underlined word and its meaning.
1. The training classes were demanding; as a result, everyone was very tired.
2. We had only a crude map; therefore, we could not find the dirt road to the house.
3. Milton was in dire need of help because he missed a month of school while he was ill.
Copyright © The McGraw-Hill Companies, Inc.
4. The new law states that all drivers take a road test; therefore, you are not exempt
just because you drove in another country.
■ B. Using Context Clues to Make Meaning Clear
Write a sentence for each of the following words. Use the cause-and-effect clue in
parentheses to make the meaning of the word clear. Use a dictionary as needed.
1. objected (therefore)
2. deceived (as a result)
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
19
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
20
Using Context Clues: Cause and Effect II
Key Information
You often can figure out the meaning of an unfamiliar word by looking at the context. In the
following sentence, the clue word since signals a cause-and-effect relationship. This can help
you determine the meaning of the word transparent.
Since a part of the tent wall was transparent, we could watch the forest animals from
inside the tent.
The clue word is since. It tells you a cause-and-effect statement is being made.
Transparent means “clear” or “see-through.” Most window glass is transparent.
Below are some clue words that may signal cause-and-effect statements.
resulted
since
consequently
■ A. Analyzing Vocabulary Through Cause and Effect
Read each sentence, and think about the meaning of the underlined word. Look for
context clues that can help you. On the line tell the meaning in your own words.
1. Maxine Yazzi was startled by our knock, since she wasn’t expecting visitors.
2. The car stopped suddenly, which resulted in a screeching of brakes.
3. He couldn’t concentrate with the constant blaring of horns; consequently, he
4. Anna christened the boat, since it needed a new name to match its new paint.
■ B. Using Words in Sentences
Write a sentence to show the meaning of the underlined word. Use a cause-and-effect
clue. You may use a dictionary if you wish.
1. Since the dark cave was so eerie, we didn’t stay in it long.
2. Since Marina’s driver’s license would not be valid until the new year, she couldn’t
drive her family to the December carnival.
20 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
closed the windows to block out the harsh sounds.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
21
Roots I
Key Information
The root, or main part of a word, gives the word its basic meaning. Many words are made
up of more than one root. These word parts, like those below, combine to create a new
word with a new meaning.
Root
auto
bio
graph
mobil
term
Meaning
self
life
written
move
end
Example
automatic
biology
geography
mobility
terminate
Meaning of Word
operating by itself
study of life
written information about earth
state of being movable
to end
■ A. Making Inferences About Words
Use the information in the table above to answer the following questions.
1. Why is the material used in pencils called graphite?
2. Why is a process controlled by computers called automation?
3. Is a scientist who studies the biota investigating plants and animals or rocks and
minerals? How do you know?
Copyright © The McGraw-Hill Companies, Inc.
4. People often say that our society is mobile. What do you think that means?
5. Each bus follows a route. At what point on the route is the terminal?
■ B. Using Words in Sentences
Complete each sentence using a word from the list below. Refer to the dictionary
as needed.
terminated
automation
calligraphy
1. The art of beautiful handwriting is called ______________________________.
2. The builders ______________________________ their outdoor work when the
weather grew too cold.
3. Robots that assemble parts by themselves have enabled factories to turn to
______________________________________.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
21
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
22
Roots II
Key Information
Many words are made up of more than one root. The meanings of the word parts combine
to give meaning to the new word. Notice that the spelling of roots may change when they
are used in words.
Root
chron
dict
cycle
scope
script
vis, vid
Meaning
time
say, tell
circle
seeing
write
see
Example
chronometer
predict
unicycle
telescope
script
vision
Meaning of Word
instrument for measuring time
tell a future event
vehicle with one wheel
instrument for seeing distant objects
written text for a performance
ability to see, thing seen
■ A. Identifying Roots
Circle the root shared by each set of words. (Note that the spelling of a root may vary
somewhat.) Then write the meaning of the root.
1. dictionary, dictation, predictable
__________________________________________
2. visualize, television, video
__________________________________________
3. cyclone, cyclical, cyclist
__________________________________________
■ B. Rewriting Sentences
superscript
microscope
chronic
1. The scientist frequently used the instrument for seeing things that are too tiny to
be seen unaided.
2. The number two in 42 = 16 is a number written above another character.
3. She has allergies that are occurring all the time.
22 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
Rewrite the following sentences by replacing the underlined word or group of words
with a word from the list below. Use a dictionary as needed.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
23
Prefixes I
Key Information
A prefix is a word part that is added to the beginning of a root. Sometimes a prefix can
change the meaning of the root or even reverse its meaning.
Prefix
unilresupersub-
Meaning
not, opposite of
not, opposite of
again
above, beyond
under, beneath
Example
unclean
illogical
rethink
superhuman
subsoil
Meaning of Word
not clean
not logical
to think again
beyond human
soil beneath the surface
■ A. Recognizing Prefixes
Circle the prefix in each word below. Then write the meaning of the word in your own
words. Try not to use the root in your definition. Check your answers in a dictionary.
1. inefficient _______________________________________________________________
2. illegal __________________________________________________________________
3. reconnect _______________________________________________________________
Copyright © The McGraw-Hill Companies, Inc.
4. superconductor___________________________________________________________
5. subcontractor ____________________________________________________________
■ B. Using Words Correctly
Complete each sentence, using one of the following words. Refer to a dictionary
if necessary.
illiterate
untidy
subterranean
1. The playroom was neat now, but for a long time it had been dusty and very
____________________________.
2. The owner of that store cannot read English, but she does read Russian, so she is not
____________________________.
3. We walked down so many steps to reach the computer center that I thought we
must be in a ________________________________ room.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
23
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
24
Prefixes II
Key Information
Prefixes come at the beginning of a word. They change the meaning of the word. Some prefixes show number or tell how many.
Prefix
semiunibitri-
Meaning
half, partly
one
two
three
Example
semicircle
unified
biweekly
triplet
Meaning of Word
half circle
joined as one
every two weeks
set of three
■ A. Linking Words and Definitions
Write the word from the list below that could be used to describe each of the following. Refer to a dictionary if necessary.
semiconscious
biped
unity
bifocals
tripod
1. eyeglasses containing lenses with two focal lengths
____________________________
2. half awake
____________________________
3. three-legged stand
____________________________
4. the state of being one
____________________________
5. a two-footed animal
____________________________
Complete each sentence so that the meaning of the underlined word is clear. Refer to a
dictionary as needed.
1. Henry, who is bilingual, can _________________________________________________
2. My family is unique in that _________________________________________________
3. The trio consisted of_______________________________________________________
4. The ranch is in a semiarid region, which has____________________________________
5. In geometry we learned to bisect ____________________________________________
24 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
■ B. Making Meaning Clear
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
25
Suffixes I
Key Information
A suffix is a word part added at the end of a root. Adding a suffix often changes a word’s
part of speech as well as its meaning. The suffixes -ship and -hood may be added to some
nouns; -ness is added to adjectives.
Suffix
-ship
-hood
-ness
Meaning
state of
state of
state of
Example
leadership
womanhood
cheerfulness
Meaning of Word
state of being a leader
state of being a woman
state of being cheerful
■ A. Writing Definitions
Circle the suffix in each word below. Then write the meaning of the word. Refer to
a dictionary as needed.
1. citizenship
__________________________________________________________
2. brotherhood
__________________________________________________________
3. politeness
__________________________________________________________
4. meanness
__________________________________________________________
5. kinship
__________________________________________________________
■ B. Forming Words with Suffixes
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Make a new word by adding the suffix -ship, -ness, or -hood to each of the following
words. Write the meaning of each new word you form. Use a dictionary as needed.
1. state____________________________________________________________________
2. relation _________________________________________________________________
3. eager ___________________________________________________________________
4. owner __________________________________________________________________
5. wasteful_________________________________________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
25
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
26
Suffixes II
Key Information
A suffix is a word part added at the end of a root. Adding a suffix changes a word’s meaning. The following suffixes mean “one who,” “related to,” “somewhat,” or “like.”
Suffix
-ist
-ian
-ish
-al
Meaning
one who
related to
related to, somewhat, like
related to
Example
pianist
Hawaiian
childish
tribal
Meaning of Word
one who plays the piano
of or from Hawaii
like a child
relating to a tribe
■ A. Linking Words and Definitions
Use the following words to form new words that match each definition below. Form
the new words by adding suffixes from the chart above. Use a dictionary if necessary.
region
oaf
music
art
nation
1. like a clumsy person
_______________________________________
2. relating to a section of the country
_______________________________________
3. one who creates art
_______________________________________
4. one who plays a musical instrument
_______________________________________
5. relating to a country
_______________________________________
Answer each question with yes or no. Then explain your answer. Use a dictionary
if necessary.
Example: Can the blade of a knife become dullish?
Response: Yes, if it is not sharpened.
1. Can a white sheet become grayish?
2. Is someone from Chile a Brazilian?
3. Is someone who knows one thing very well a specialist?
4. Could a storm that forms in Alaska be tropical?
5. Is the player in the last game of a tournament a finalist?
26 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
■ B. Making Inferences About Words
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
27
Synonyms I
Key Information
Synonyms are words that have the same, or nearly the same, meaning. For example, think
and reflect are synonyms. They have almost the same meaning. A special reference book that
contains synonyms is called a thesaurus. Synonyms may also be found at the end of some
dictionary entries.
■ A. Linking Words and Definitions
The pairs of words below are synonyms. Add one more synonym to each group. Use a
thesaurus for help.
1. practice, training
____________________________________________________
2. strength, force
____________________________________________________
3. sneaky, stealthy
____________________________________________________
4. change, alter
____________________________________________________
5. bravery, fearlessness
____________________________________________________
■ B. Identifying Synonyms
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Complete the synonym cluster by writing six synonyms for say. Use a thesaurus to help
you find words. Then write two sentences, using a different synonym for say in each one.
say
1. _______________________________________________________________________
2. _______________________________________________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
27
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
28
Synonyms II
Key Information
Synonyms often do not have exactly the same meaning. For example, smile and smirk are
synonyms, but their meanings differ. Smile is a general term for a pleasant facial expression,
whereas smirk is an annoying smile. When you write, use synonyms carefully. Select the word
whose meaning is most precise.
■ A. Building Groups of Synonyms
Use a dictionary or thesaurus to find a synonym for each of the listed words. Choose
the synonym that includes the description in parentheses. Write it on the line.
1. greeting (in military style)
__________________________________________
2. laugh (in a silly way)
__________________________________________
3. strange (in the sense of new)
__________________________________________
4. cry (with short, gasping breaths)
__________________________________________
5. feel (to view in a certain way)
__________________________________________
■ B. Using Precise Synonyms in Context
Cross out each underlined word, and write a synonym for that word on the line. Be sure
the synonym has the precise meaning the sentence requires.
1. We sang as we brought in the last of the crops ________________________.
2. The coach kept track of Aki’s progress ________________________ as
3. As the movie begins, a shifty ________________________ character rides into town.
4. The Ramirez baby wore a dainty ________________________ pink dress.
5. Josh was criticized ________________________ for coming late.
6. Mr. Donato showed us a real ________________________ Roman coin.
7. Katie was furious ________________________ that she had been left behind.
8. Jake gave us each a tiny ________________________ sample of the bread.
28 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
a hockey player.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
29
Antonyms I
Key Information
Antonyms are words with opposite, or nearly opposite, meanings. Few and many are examples
of antonyms. Some antonyms can be formed by adding a prefix such as un-, in-, il-, im-, or
dis- to a word, as in welcome and unwelcome or honest and dishonest.
■ A. Forming Antonyms
Form an antonym for each of the following words by adding a prefix. Write the
antonym on the line. Check your answers in a dictionary.
1. mature
___________________________________________________________
2. regard
___________________________________________________________
3. flexible
___________________________________________________________
4. legal
___________________________________________________________
5. appropriate
___________________________________________________________
■ B. Using Antonyms in Sentences
Rewrite each sentence below, using an antonym for the underlined word. Use a thesaurus
for help.
Copyright © The McGraw-Hill Companies, Inc.
1. Liana likes the ornate buildings in some parts of town.
2. Is it true that cats have keen vision?
3. The team will terminate its program for beginners next June.
4. The lotion seems to irritate skin.
5. There’s a reward for that type of behavior.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
29
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
30
Antonyms II
Key Information
Antonyms are words with opposite, or nearly opposite, meanings, such as shout and whisper.
A word may have more than one antonym.
■ A. Building Groups of Antonyms
Write three antonyms for each word below. Use a thesaurus or dictionary as needed.
1. cold ____________________________
4. free_____________________________
________________________________
________________________________
2. clean ___________________________
5. tired ____________________________
________________________________
________________________________
3. start ____________________________
6. generous ________________________
________________________________
________________________________
■ B. Using Antonyms in Sentences
Rewrite each of the following sentences, replacing the underlined word with an
antonym. Use a dictionary or thesaurus for help.
1. Elevating the porch made it wheelchair-accessible from the house. __________________
3. Everyone has heard stories of cowardice in battle.________________________________
4. Grandma is slow to reply to my letters. ________________________________________
5. We were aware of Jack and Simon’s enmity. ____________________________________
6. Luis was delighted with his report card.________________________________________
7. Sandra noticed the cheerful atmosphere in the workroom._________________________
8. Do you think Constanza is brazen? ___________________________________________
30 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
2. Li’s actions were frenzied.___________________________________________________
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
31
Homonyms
Key Information
There are two kinds of homonyms. Homographs are words that are written, or spelled, alike
but have different meanings. They may also have different pronunciations. For example,
sharp means “mentally quick”; it also means “pointed.” An object is a thing, but to object
is to disagree. Homophones, on the other hand, sound alike but have different spellings
and different meanings. Rain and reign are homophones.
■ A. Matching Homographs and Homophones
Write the word from the list below that matches the numbered definition. Then write
a different meaning for the homograph. Use a dictionary if necessary.
dove
litter
wax
1. to grow in size, as in the moon’s phases ________________________________________
2. a bird often associated with peace ____________________________________________
3. animal young born at the same time __________________________________________
Write one homophone from each sentence below. Then write a matching homophone.
4. Do you know the origin of the tale of Anansi the spider?
Copyright © The McGraw-Hill Companies, Inc.
________________________________
________________________________
5. The horse’s gait was rapid and smooth, so I enjoyed the ride.
________________________________
________________________________
■ B. Using Homographs and Homophones
In each sentence below, circle the underlined words that are homographs, and put
a box around those that are homophones. Then write another sentence for each.
Use a different meaning for homographs and a different spelling and meaning for
homophones.
1. Alicia will mend the tear in the stage curtain. ___________________________________
2. Eduardo said he would replace the broken glass._________________________________
3. The teams pulled on the rope until it was taut. __________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
31
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
32
Borrowed Words
Key Information
Many of the words you use every day have been borrowed from other languages. These
words are called borrowed words. You can use a dictionary to find out where borrowed
words came from. For example, the bracketed information in the dictionary entry below tells
you that the word shampoo came from Hindi.
sham•poo (sham poo´) n., pl. sham•poos [Hindi champo, imperative of champna, to press]
1. The act of washing hair, a rug, etc. 2. a special soap, or soaplike preparation
■ A. Discovering Borrowed Words
Look up each of the following words in a dictionary that gives word histories. Write
the language group from which each word was borrowed.
1. shamrock
__________________
6. robot
________________________
2. skipper
__________________
7. silk
________________________
3. umbrella
__________________
8. algebra
________________________
4. rodeo
__________________
9. kindergarten ________________________
5. tycoon
__________________
10. pecan
________________________
■ B. Using Words in Sentences
1. hominy _________________________________________________________________
2. sauna___________________________________________________________________
3. gingham ________________________________________________________________
4. yam ____________________________________________________________________
32 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
Use each of the following words in a context that will help a reader understand the
meaning of the word. After each sentence write the language from which the word
was borrowed.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
33
Using a Dictionary I
Key Information
• Each item in a dictionary is called an entry. An entry begins with the entry word, which is
usually printed in bold type.
• The entry word is also broken into syllables. This shows you where to break a word if you
need to hyphenate it when you write. Also, breaking long words into syllables may help
you pronounce them.
• The entry also includes the pronunciation of the word, its parts of speech, and its history. An
entry contains one or more definitions. If there is more than one definition, the definitions
are usually numbered.
■ A. Locating Information in an Entry
Use the entry below to answer the following questions. Refer to a dictionary to find the
meanings of any abbreviations you do not know.
nar•ra•tor (nar´ r¯ā ter) n. [L. narrator from narratus, pp. of narrare, to tell]
1. a person who relates a story. 2. a person who reads narrative passages.
1. If you need to divide narrator into two parts, where will you divide it?
2. What part of speech is the word narrator?
Copyright © The McGraw-Hill Companies, Inc.
3. What language does the word narrator come from?
4. What did the word mean in its original language?
■ B. Using Multiple Meanings in Sentences
Look up the following words in a dictionary. Write two sentences for each word.
Use a different meaning of the word in each sentence.
1. set _____________________________________________________________________
2. husky __________________________________________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
33
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
34
Using a Dictionary II
Key Information
A dictionary entry always identifies the part of speech of an entry word. Some words may be
shown as more than one part of speech. An abbreviation such as n. for noun, v.t. for transitive
verb, v.i. for intransitive verb, or adj. for adjective appears before the definition or definitions to
which it applies.
■ A. Understanding Part-of-Speech Labels
Look up each of the following words in a dictionary. Write the abbreviations your dictionary uses for each part of speech listed for the word. Then write the word for which
each abbreviation stands. Use the dictionary’s guide to abbreviations if necessary.
1. amid
______________________________________________________________
2. inland
______________________________________________________________
3. overcast
______________________________________________________________
4. blunder
______________________________________________________________
5. outright
______________________________________________________________
■ B. Rewriting Sentences Using Different Parts of Speech
Identify the part of speech of the underlined word in each sentence below. Then write
a sentence, using the word, or a form of the word, as a different part of speech. Use a
dictionary to help you.
2. Miguel will meet us near the pedestrian crossing at Elm Street and Antonio Way.
3. All we could see was a blur of color as the train sped by.
4. Both doors were open wide so the crowd could pass through.
34 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
1. Maria hoped she would not encounter that fierce dog again.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
35
Using a Dictionary III
Key Information
Note the meaning of the italicized word in each of the following sentences.
We will plant some flowers in front of our house.
The detective was a plant at the bank.
I toured the papermaking plant in Spokane.
The word plant has several meanings. It can be a verb meaning “to put seeds or bulbs in the
ground,” a noun meaning “a person placed in a location in order to spy,” or a noun meaning
“a manufacturing site or factory.” Plant has many additional meanings. It is helpful to read
all the meanings in a dictionary entry.
■ A. Figuring Out Multiple Meanings
Each of the following words has more than one meaning. Look up each word in
a dictionary, and write two definitions for it.
1. bark____________________________________________________________________
2. kind____________________________________________________________________
■ B. Using Words with Multiple Meanings in Sentences
Copyright © The McGraw-Hill Companies, Inc.
Read each sentence, and write the meaning of the underlined word. Then write
a sentence showing a second meaning for the word.
1. He used a plane to shave the bottom edge of the door.
2. I’m sure Mrs. Pincomb will not mind if you borrow that rake.
3. Ruben received credit for his report on the solar system.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
35
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
36
Using a Dictionary IV
Key Information
The structure of modern English and much of its vocabulary grew out of an earlier form of the
English language that was used around the fifth century. English speakers today, however, use
words and word parts from nearly every language in the world. Many word parts come from
Latin and Greek words. In many dictionary entries, you find abbreviations such as L. for Latin,
Gr. for Greek, and Fr. for French. You can also find the abbreviations ME or OE for earlier
forms of English, known as Middle English and Old English.
■ A. Discovering Word Origins
Look up each of the following words in a dictionary. Write the language or languages
from which each word or root has come.
1. wheel ___________________________
4. pendulum _______________________
2. matinee _________________________
5. royal ____________________________
3. alibi ____________________________
6. crowd ___________________________
■ B. Using Words in Sentences
Use each of the following words in a context that indicates the meaning of the word.
After each sentence write in parentheses the language or languages from which the
word comes.
2. deficit __________________________________________________________________
3. diamond ________________________________________________________________
4. propaganda______________________________________________________________
5. green ___________________________________________________________________
36 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
1. edifice __________________________________________________________________
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
37
Using a Thesaurus
Key Information
A thesaurus is a special kind of dictionary that lists synonyms. Some thesauruses also list
antonyms. You use a thesaurus when you want to find a word that will express your meaning
most precisely. When you think you have found the best synonym or antonym, use a
dictionary to see how the word is used in context.
■ A. Inferring Meaning from Context
For each sentence write a word from the list below that has the same meaning as the
underlined word in the sentence. Use a thesaurus for help.
designated
pompous
outmoded
gossip
expired
1. The reports about the closing of the middle school were just hearsay.
2. Isabel’s membership at the museum had lapsed.
3. Grandmother showed me an old-fashioned turntable for playing record albums.
4. Martin indicated the next batter with a nod of his head.
Copyright © The McGraw-Hill Companies, Inc.
5. Don’t be so arrogant when your friend makes a suggestion you don’t like.
■ B. Choosing the Correct Synonym
Choose the better synonym from the pair of words in the parentheses after each
sentence. Write the synonym on the line. Use a dictionary to find the meaning of
each synonym.
1. Albert became the chief _____________________________________ at the
chemical company. (boss, executive)
2. The _____________________________________ armies faced one another,
ready to attack at dawn. (unfriendly, hostile)
3. A small _____________________________________ of people waited for the
store to open. (crowd, horde)
4. They entered a _____________________________________ furnished room
filled with fine linens and beautiful china. (tastefully, deliciously)
5. Maria felt _____________________________________ when she realized the
child was missing. (upset, consternation)
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
37
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
38
Spelling Rules: ie and ei
Key Information
Remember the spelling-rule rhyme that tells whether i comes before or after e when the two
letters are paired.
Put i before e except after c or when sounded like a, as in neighbor and weigh.
Here are some examples:
ie
brief
piece
cashier
ei after c
receive
ceiling
receipt
ei when sounded like a
eighty
veil
reindeer
Exceptions include their, either, neither, height, and weird
■ A. Spelling Words with ie and ei
Write ie or ei to spell correctly the word or words in each sentence.
1. That spaniel always l_____s down in the middle of the sidewalk.
2. The new president selected his ch_____f of staff.
3. My uncle thinks his w_____ght and h_____ght are just right.
4. We were excited when we rec_____ved the call.
5. Myra bel_____ved the tall tales.
■ B. Illustrating ie and ei Spelling Rules
Write a sentence with a word in it that illustrates each spelling rule. Use words in the
chart or any words that include ie or ei.
1. ei after c ________________________________________________________________
2. ei when sounded like a _____________________________________________________
3. ie, not after c _____________________________________________________________
4. exceptions _______________________________________________________________
38 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
6. N_____ther his nephew nor his n_____ce called him on his birthday.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
39
Spelling Rules: Unstressed Vowels
Key Information
An unstressed vowel may sound as if it could be spelled with any vowel. To spell a word with
an unstressed vowel, think of a related word in which the same vowel is stressed. Use the
same letter to spell the word with the unstressed vowel.
Unknown Spelling
maj_r
opp_site
Related Word
majority
oppose
Correct Spelling
major
opposite
■ A. Using Words in Sentences
Complete each sentence with a form of the underlined word.
1. Josh thought his work was __________________ to that of other students, but his
feeling of superiority was not based on any facts.
2. Many people have __________________ of the war and want to visit the Vietnam
Memorial in Washington.
3. Arlo said that he had just read the most fantastic story, a combination of mystery
and __________________.
4. The scientists’ original theories about the __________________ of the virus have
been disproven.
5. The store owner believed that her actions were __________________, but their
legality would have to be proved in court.
Copyright © The McGraw-Hill Companies, Inc.
■ B. Using Words in Sentences
Select the correctly spelled word from each pair. Then use the word in a sentence.
1. definite, defanite __________________________________________________________
2. editor, editer _____________________________________________________________
3. familiar, familier __________________________________________________________
4. victery, victory ___________________________________________________________
5. funeral, funerel ___________________________________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
39
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
Spelling Rules: Adding Prefixes
40
Key Information
When you add a prefix to a word, keep the original spelling of the word. If the addition of
the prefix forms a double letter, keep both letters.
dis- + obey = disobey
co- + operate = cooperate
■ A. Spelling Words Correctly
In each pair of words, circle the incorrectly spelled word. Then spell the word correctly
on the line. Use a dictionary to check your answers.
Prefix
Base Word
Correct Spelling
1. il-
legal
ilegal, illegal
_______________________
2. pre-
cook
preccook, precook
_______________________
3. dis-
honest
dishonest, disshonest
_______________________
4. in-
complete
incomplete, inncomplete
_______________________
5. im-
possible
immpossible, impossible
_______________________
6. super-
human
superhuman, superuman
_______________________
7. uni-
form
uniform, unifform
_______________________
8. bi-
monthly
bimmonthly, bimonthly
_______________________
9. un-
needed
uneeded, unneeded
_______________________
Each of the following sentences contains an underlined phrase that can be rewritten by
using a root and the prefix in parentheses. Write the word on the line.
1. The children were arranged in a half of a circle. (semi-)
____________________
2. The answer was not logical. (il-)
____________________
3. The robber entered without being seen by anyone. (un-)
____________________
4. The cook believed he was not paid enough money. (under-)
____________________
5. The group acted in a manner that was not courteous. (dis-)
____________________
40 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
■ B. Using Words with Prefixes in Sentences
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
41
Spelling Rules: Suffixes and the Silent e
Key Information
Many words end in a silent e. When you add a suffix, the e is sometimes dropped. The chart
below shows when to drop the silent e and when to keep it. There are exceptions to each
rule, however.
Word
ends in
Suffix
begins with
Rule
Example
silent e
a consonant
ce or ge
ee or oe
silent e
a or o
a vowel
a vowel or y
keep the e
Exception:
keep the e
keep the e
drop the e
Exception:
like + -ness = likeness
argue + -ment = argument
trace + -able = traceable
agree + -able = agreeable
amaze + -ing = amazing
smile + -y = smiley
■ A. Combining Word Parts
Copyright © The McGraw-Hill Companies, Inc.
Combine the following words and suffixes to create new words. Write the new words
correctly on the lines.
1. create + -ion = ___________________
6. observe + -ant = __________________
2. rescue + -ing = ___________________
7. price + -less = ____________________
3. canoe + -ing =____________________
8. improve + -ing = __________________
4. guide + -ance = ___________________
9. intense + -ly = ____________________
5. severe + -ly =_____________________
10. love + -ing = _____________________
■ B. Proofreading
Proofread the following sentences. Look at each underlined word to see whether it is
spelled correctly. If it is, write correct on the line. If it isn’t, write the correct spelling on
the line.
1. I think it is likly that the Millers will visit tonight. _______________________________
2. The students were argueing about which answer was right. ________________________
3. This is the second time that Joel has missed rehearseal. ___________________________
4. Tetsu said the broken vase was not replaceable. __________________________________
5. What do you think of the proposal for a longer school day? ________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
41
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
42
Spelling Rules: Suffixes and the Final y
Key Information
Follow these rules for adding suffixes to words that end in y.
Word Ends in
vowel + -y
consonant + -y
Rule
keep the y
change y to i
Example
pay + -ment = payment
lazy + -ness = laziness
BUT if the suffix
begins with i,
keep the y
try + -ing = trying
■ A. Identifying Spelling Errors
Circle the correctly spelled word in each pair. Then write the correctly spelled word
on the line.
1. The new skirt made Li look (prettyer, prettier) than usual.
2. Jason was tired from (carrying, carring) so many packages.
3. What makes you think that will be the (happiest, happyest) day of the week?
4. The coach explained the importance of (obeing, obeying) rules.
■ B. Using Words Ending in y in Sentences
Combine the following words and suffixes to create correctly spelled new words. Use
each word in a sentence. Refer to a dictionary if necessary.
1. mystify + -ing ____________________________________________________________
2. buoy + -ed ______________________________________________________________
3. angry + -er ______________________________________________________________
42 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
5. The clowns were (funnyer, funnier) in person than they were on television.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
43
Spelling Rules: Doubling the Final Consonant
Key Information
When you add a suffix to a word that ends in a single consonant following a single vowel,
double the final consonant if
1. the word has only one syllable (hop + -ed = hopped).
2. the word is accented on the last syllable and the accent remains on the last syllable
after the suffix is added (omit + -ed = omitted).
Do not double the final consonant when
1. the suffix begins with a consonant (good + -ness = goodness).
2. the accent is not on the last syllable (happen + -ed = happened).
3. the accent moves to another syllable when the suffix is added (refer + -ence = reference).
4. the word ends in two consonants: (sing + -er = singer).
5. two vowels come before the final consonant (boot + -ed = booted).
A special case occurs when a word ends in -ll and the suffix is -ly. You then drop one l.
■ A. Adding Suffixes
Each of the following sentences includes an underlined word followed by a suffix
in parentheses. Add the suffix to the underlined word, and write the new word in
the blank.
1. The bank robbers finally admit (-ed) their guilt. _________________________________
Copyright © The McGraw-Hill Companies, Inc.
2. The child was not full (-ly) aware of the safety rules. _____________________________
3. Jamie had a strong prefer (-ence) for Swiss cheese. _______________________________
4. The satellite orbit (-ed) the planet four times.___________________________________
5. The skater smiled as she exit (-ed) the rink. ____________________________________
■ B. Identifying and Correcting Spelling Errors
Each sentence below contains a word with a spelling error. Cross out the misspelled
word, and write the correctly spelled word on the line.
1. Even today not all citizens are permited to vote in every country.
2. What do you think is the most important differrence between life now and life a
hundred years ago? ________________________________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
43
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
Spelling Rules: Forming Compound Words
44
Key Information
When you combine two words to form a compound word, do not change the spelling of
either word.
when + ever = whenever
leap + frog = leapfrog
■ A. Combining Word Parts
Combine a word from row A with a word from row B to form six compound words.
Write the combinations and the new words on the lines below. Refer to a dictionary
as needed.
A:
B:
book
rise
proof
over
base
ball
spring
note
sun
water
come
time
1. __________________+__________________ =________________________________
2. __________________+__________________ =________________________________
3. __________________+__________________ =________________________________
4. __________________+__________________ =________________________________
5. __________________+__________________ =________________________________
6. __________________+__________________ =________________________________
■ B. Using Compound Words in Sentences
score
video
board
mean
tape
light
while
other
wise
house
1. _______________________________________________________________________
_______________________________________________________________________
2. _______________________________________________________________________
_______________________________________________________________________
3. _______________________________________________________________________
_______________________________________________________________________
4. _______________________________________________________________________
_______________________________________________________________________
5. _______________________________________________________________________
_______________________________________________________________________
44 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
Form five compound words by combining the words in the following list. Then use
each new compound in a sentence.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
45
Spelling Rules: Forming Plurals—General Rules I
Key Information
Form the plural of most nouns by adding s. Here are some other ways of forming plurals.
Noun Ends in
s, sh, ch, x, or z
consonant + y
vowel + y
General Rule
add es
change y to i and add es
add s
Example
crash → crashes
wallaby → wallabies
alley → alleys
■ A. Using Plural Nouns in Sentences
Complete each sentence by writing the plural form of the word in parentheses.
1. Their __________________ were always overflowing with letters and bills. (mailbox)
2. Because there were so many __________________, our train was more than two
hours late. (delay)
3. Many __________________ have been broken throughout history. (treaty)
4. Those __________________ should be used only on the dog. (brush)
■ B. Illustrating Rules for Forming Plural Nouns
Write a sentence using a word that illustrates each spelling rule.
Copyright © The McGraw-Hill Companies, Inc.
1. word ending in s __________________________________________________________
2. word ending in ch_________________________________________________________
3. word ending in a consonant + y______________________________________________
4. word ending in a vowel + y _________________________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
45
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
Spelling Rules: Forming Plurals—General Rules II
46
Key Information
To make the plural forms of nouns, you usually add s. Here are some rules and exceptions for
forming plurals.
Noun Ends in
vowel + o
consonant + o
General Rule
add s
add s
BUT sometimes add es
Example
radio → radios
banjo → banjos
echo → echoes
f or ff
add s
BUT sometimes change
f to v and add es
puff → puffs
change f to v and add es
change f to v, drop e, add es
calf → calves
wife → wives
lf
fe
thief → thieves
■ A. Identifying Misspelled Words
1. silos, photos, memoes
________________________________________________
2. patioes, rodeos, stereos
________________________________________________
3. cargoes, tomatos, heroes
________________________________________________
4. leafs, cuffs, loaves
________________________________________________
5. knives, lifes, wives
________________________________________________
6. wolfs, shelves, calves
________________________________________________
■ B. Analyzing Word Parts
If the singular form of the word is given, write its plural form. If the plural form is
given, write its singular form.
1. kangaroo
____________________________________________________________
2. shelves
____________________________________________________________
3. zero
____________________________________________________________
4. echoes
____________________________________________________________
5. lives
____________________________________________________________
6. heroes
____________________________________________________________
7. elf
____________________________________________________________
8. roof
____________________________________________________________
46 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
Cross out the misspelled word in each set of plurals. Write the correctly spelled word
on the line. Use a dictionary to check for exceptions to the general rules.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
Spelling Rules: Forming Plurals—Special Rules I
47
Key Information
Here are some more rules for forming plurals:
Types of Words
proper names
Rule
follow general
rules for plurals
Examples
Kims
Sanchezes
compound words
follow general
rules for plurals
blackberries
dishpans
hyphenated compounds
and compounds with
more than one word
make the most
important word
plural
brothers-in-law
heads of state
■ A. Spelling Words Correctly
Copyright © The McGraw-Hill Companies, Inc.
Write the plural form of each of the following words.
1. mother-in-law
_________________________________________________________
2. chief of staff
_________________________________________________________
3. toothbrush
_________________________________________________________
4. Jones
_________________________________________________________
5. McCormick
_________________________________________________________
6. pocketknife
_________________________________________________________
7. chief of police
_________________________________________________________
8. sailboat
_________________________________________________________
9. briefcase
_________________________________________________________
10. spoonful
_________________________________________________________
■ B. Using Plurals in Sentences
Write sentences in which you use the plural form of each of the words in the list below.
Write a sentence for each word, or use more than one word in a sentence.
Walz
sister-in-law
attorney general
photocopy
birthday
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
47
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
48
Spelling Rules: Forming Plurals—Special Rules II
Key Information
Here are some additional rules for forming plurals:
• Some words are the same in the singular and plural forms.
sheep
moose
deer
pants
• A word may be the same in the singular and plural forms when used in one sense.
But it may have a different plural form when used in another sense. Examples follow:
The plural form fishes is generally used when referring to several species of fish. We saw
sharks, herring, and cod, and learned where these fishes feed. In other senses, fish is the
plural. All my aquarium fish are healthy.
The plural form dozens is used when no number precedes it. Malik has dozens of sweaters.
• Some words do not follow common rules for forming plurals.
mouse, mice
child, children
goose, geese
• Some words that refer to a group have only one form.
swine
cattle
hardware
livestock
■ A. Identifying and Correcting Spelling Errors
1. kittens, gooses, mice
_________________________________________________
2. deer, moose, childrens
_________________________________________________
3. sharks, deers, men
_________________________________________________
4. children, pants, womens
_________________________________________________
■ B. Rewriting Sentences
In the following sentences cross out words that are misspelled and write the correctly
spelled words on the line. Some sentences may have more than one misspelling. If there
is no misspelled word in a sentence, write correct. Refer to a dictionary if necessary.
1. Is it true that reindeer give milk that is very rich in fat? ___________________________
2. The cattles we saw on the farm stood perfectly still and watched every step we
took, but the swines ignored us completely. ____________________________________
3. Some of the livestocks on the ranch are milk cows, but most of the herds are being
raised for beef. ___________________________________________________________
48 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
Cross out the word in each set that contains a spelling error. Then write the word’s
correct spelling on the line. Use a dictionary if you need one.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
49
Spelling Problem Words I
Key Information
It is easy to confuse words that sound or look somewhat alike.
Words
accept
except
Meanings
verb: receive, take, agree to
preposition: but, other than
verb: leave out
affect
effect
verb: bring about a change
noun: result
all ready
already
completely ready
by or before a given time
all together
altogether
as a group
completely
its
it’s
possessive pronoun
it is
■ A. Using Words in Phrases
Use a word from the list in the box to create a meaningful sentence.
1. Jorge has had a good __________________ on his friend’s attitude.
2. Since this is a family project, we should do it __________________.
3. Carmela bought the puppy because she couldn’t resist __________________
Copyright © The McGraw-Hill Companies, Inc.
floppy ears and big brown eyes.
4. Everyone came to the band concert __________________ Marlene and Robyn.
5. Are the guests here __________________? It’s too early!
■ B. Identifying and Correcting Misspelled Words
Circle the correctly used underlined word or words in each of the following pairs.
Then write a sentence using the other underlined word or words correctly.
1. does not affect me; does not effect me _________________________________________
2. it’s not your turn; its not your turn ___________________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
49
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
50
Spelling Problem Words II
Key Information
To avoid confusing the following words, you need to learn their meanings.
Word
loose
lose
Meaning
not tight
to misplace;
to have no longer
Word
to
too
two
Meaning
preposition: toward
also
more than one, less
than three
than
then
preposition: besides
conjunction: as
at that time
whose
who’s
possessive pronoun
who is
their
there
they’re
possessive pronoun
in that place
they are
your
you’re
possessive pronoun
you are
■ A. Inferring Meaning from Context
Complete each sentence by writing the correct word from the pair in parentheses.
1. Jennifer cannot find her woolen scarf. Did she __________________ it? (lose, loose)
2. The temperature is 85˚ F today. Is it hotter __________________ yesterday?
(than, then)
3. I’m inviting Andres to my party. __________________ invited, too! (You’re, Your)
4. We’re going to Leominster. Have you ever been __________________ ?
5. It’s cold here. Where’s __________________ hat? (your, you’re)
■ B. Using Words in Sentences
For each pair of words, write a sentence that includes both words.
1. whose, who’s _____________________________________________________________
2. to, too __________________________________________________________________
3. lose, loose _______________________________________________________________
4. you’re, your______________________________________________________________
5. than, then _______________________________________________________________
50 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
(there, their, they’re)
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
Spelling Problem Words III
51
Key Information
Remember to keep track of the words that are problems for you. Make a list, and refer
to it often.
librarian
leisure
environment
accommodate
canceled
genius
permanent
license
schedule
truly
jewelry
niece
immediate
nuisance
incident
laboratory
embarrass
separating
■ A. Spelling Words Correctly
Use words from the box above to complete the puzzle.
1. s
2. p
u
6. i
m
7. n
3. em
4. l
e
8. g
n
5. l
n
n
n
9. l
a
10. i
i
■ B. Identifying and Correcting Spelling Errors
Circle the misspelled word in each group below. Find its correct spelling in the box
above. Then write a question in which you use the word, spelling it correctly.
Copyright © The McGraw-Hill Companies, Inc.
1. accomodate, beginning, humorous
2. commercial, grammar, liesure
3. choir, jewelery, vacuum
4. cancelled, guarantee, occasion
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
51
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
52
Spelling Problem Words IV
Key Information
Remember to keep track of the words that are problems for you. Make a list, and refer
to it often.
sincerely
dissatisfied
convenient
blaze
government
recognized
molasses
canoe
February
definite
muscles
height
analyze
succeed
forty
original
■ A. Distinguishing Between Correctly and Incorrectly Spelled Words
Use the words in the box to help you find six correctly spelled words in the puzzle. The
words are written from left to right and top to bottom. Then write the correctly spelled
words on the lines.
1. ________________________
W E N S D A Y F O R T Y
A H D I A N S E R E O V
2. ________________________
C E M E T A R Y I C M A
A I C Z I L I A G O O R
3. ________________________
N G F E G Y Y B I M R I
O H J I P Z T A N E O A
4. ________________________
E T U M N E H K A N W T
B L A Z E I M O L D A Y
5. ________________________
■ B. Replacing Misspelled Words in Sentences
Cross out the misspelled word in each sentence. Find its correct spelling in the box
above. Write the correct spelling above the crossed-out word.
1. My mother has her own theories about how exercise develops mussles.
2. Brad is sinserely interested in foreign travel.
3. The senator travels frequently, taking care of goverment business.
4. Our physician told us that she receives the most calls and visits during Feburary.
5. I don’t think the Cozy Corner Restaurant will suceed if it doesn’t lower its prices.
6. The colonel was disatisfied with the way the troops performed yesterday.
7. The city council reconized the seriousness of the traffic problems.
8. Some diseases do not have definate signs, or symptoms.
52 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
6. ________________________
Answers
■ PAGE 1
Part B
Answers should indicate the following:
1. reluctance or an actual pause
2. an idea that looks forward; a view of something that
hasn’t happened yet
3. the process of selecting or choosing by coloring or
otherwise calling attention to some parts of a whole
4. creativity
5. finding meaning in an event or image
Jenkins Celebrates Life
Part A
1. express
2. broaden
3. calypso
4. melody
5. maracas
Part B
1. Replace meet up with with encounter.
2. Replace casual with informal.
3. Replace small wave with ripple.
4. Replace bring about with inspire.
5. Replace in the middle of with amidst.
6. Replace small rhythm instruments with maracas.
7. Replace tune with melody.
8. Replace enlarge with broaden.
9. Replace tell with express.
10. Replace music from Trinidad with calypso.
■ PAGE 2
Featuring “The Freep!”
Copyright © The McGraw-Hill Companies, Inc.
Part A
1. impatient
2. graphic
The following answers are representative.
3. People might collaborate to get something ready for
publication.
4. Both reflect and deem suggest thinking about something, but deem suggests a judgment.
Part B
Answers should emphasize the following ideas:
1. Notes are changed from one method of recording to
another, such as to a computer or notebook.
2. Elena feels they use language she can understand.
3. Willow joined Jen in the process on an equal basis.
4. The speaker indicates a desire to achieve a goal that
involves studying.
5. The speaker shows a knowledge of preparation required
before sending a poem to a publisher or contest.
■ PAGE 3
Snyder Describes Gargoyles
Part A
1. visualize
2. flamboyant
3. highlight
4. precise
5. ordinarily
■ PAGE 4
Bethancourt Writes “User Friendly”
Part A
1. tell about briefly
2. frighten
3. able to be carried
4. make up one’s mind
Part B
Answers should emphasize the following:
1. computers, robots
2. interfering; becoming involved in something without
being asked
3. inclined to find fault
4. sneakiness, cleverness
5. looking to another as a source of inspiration or
guidance
■ PAGE 5
Rand Explains Underwater Mysteries
Part A
1. prowl, wriggling
2. prowl, predator
3. A curator might be the director of an aquarium.
4. nocturnal
Part B
1. Replace name with reputation.
2. Replace active during the night with nocturnal.
3. Replace wrong idea with misconception.
4. Replace strong feeling with impression.
5. Replace search with prowl.
6. Replace twisting and turning with wriggling.
7. Replace collection of sea exhibits housed in one
building with aquarium.
8. Replace ridge of coral with reef.
9. Replace person in charge of the museum with curator.
10. Replace animal with predator.
■ PAGE 6
Carson Delivers a Wake-up Call
Part A
1. confidence
2. surgeon
3. persuasive
4. literate
5. effectively
6. evidence
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
53
Answers
Part B
Examples will vary.
1. a small furry creature
2. a deposit in a bank account
3. saying something slowly
4. something to counteract a poison
5. lifting more than one’s own weight
■ PAGE 7
The Diary of Latoya Hunter, Latoya Hunter
4. mature
5. communicate
■ PAGE 8
The Clay Marble, Minfong Ho
Part B
1. ceremoniously
2. wistfully
3. massive
4. earnest
5. deftly
4. fragment
5. nestle
6. wistfully
6.
7.
8.
9.
10.
precious
flourish
nestle
fragment
ember
■ PAGE 9
The Gathering, Virginia Hamilton
Part A
1. understatement
2. presence
3. comprehend
4. obscure
5. illuminate
Part B
1. glinting
2. emit
3. comprehend
4. descend
5. obscure
54
Part A
1. bewitch
2. tormented
3. somber
Part B
1. downpour
2. survivor
3. bewitched
4. fantastic
5. temple
4. vanish
5. fantastic
6.
7.
8.
9.
10.
tormented
prosperity
abroad
vanished
somber
■ PAGE 11
Part B
Answers will vary, but the following are representative:
1. The man was pathetic in his desperate efforts to board
the plane.
2. Sean was able to communicate innumerable details
about his new video game.
3. Sooner or later every individual comes to the realization that people need people.
4. Mature behavior does not include envy.
5. Tanya was able to empathize with the individual problems of the characters.
Part A
1. ember
2. deftly
3. precious
“A Huge Black Umbrella,” Marjorie Agosín
Living Treasure, Laurence Pringle
Part A
1. oasis
2. geyser
3. classify
4. destruction
5. species
Part B
1. In a rain forest the canopy provides homes for
many species.
2. Some organisms are microscopic.
3. Scientists can now investigate topics that have never
been studied before.
4. An entomologist must do extensive field work.
5. Scientists estimate that there are thirty million species
of insects in the world.
■ PAGE 12
“The Liberry,” Bel Kaufman
Part A
1. without a name
2. to put an end to
3. not being able to read or write
4. persistent
5. to flood
Part B
Answers should emphasize the following:
1. an action that is forced upon one
2. goods such as clothing and accessories
3. important action or consideration
4. inventiveness; a new idea
5. suffering through or putting up with something
■ PAGE 13
Using Context Clues: Definition
6.
7.
8.
9.
10.
presence
illuminate
singe
component
understatement
Part A
The following answers are representative:
1. bring up
2. open; straightforward
3. wanders; winds
4. economic well-being; wealth
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
Part A
1. realization
2. circulate
3. envy
■ PAGE 10
Answers
Part B
The following answers are representative:
1. Jennifer acted with blatant, or obvious, disregard for
the rules.
2. This was one time when Michael did not wish to err;
that is, he wanted to avoid making a mistake.
Part B
Answers will vary, but the meaning of each underlined
word should be made clear through contrast.
■ PAGE 14
Part A
1. however; calm, peaceful
2. however; helpful
3. unlike; light, small, not enough
4. unlike; often
5. however; open, honest
Using Context Clues: Example
Part A
1. such as—places where creatures live; environments
2. for example—healthful food
3. for instance—not able to be heard
4. for example—overly
Part B
Answers should emphasize the following:
1. daring, bold, or irrational acts
2. sign or symptom that signals a return to a state
of illness
3. large crowds
■ PAGE 15
Using Context Clues: Comparison I
Part B
Answers will vary, but each sentence completion should
show the meaning of the underlined word by comparison.
■ PAGE 16
Using Context Clues: Comparison II
Copyright © The McGraw-Hill Companies, Inc.
Using Context Clues: Contrast II
Part B
Answers will vary, but the following are representative:
1. Unlike Zach, who never did his work on time,
Ramona was a very conscientious student.
2. The answer Otis gave seemed logical; Mr. Jhabverian
said it did not make sense, however.
3. A cat stalking shadows seems immature; however,
a cat behaving the same way while hunting seems
skilled and careful.
■ PAGE 19
Using Context Clues: Cause and Effect I
Part A
1. too; take out
2. similarly; listened to
Part A
1. as; practice
2. as; no flavor
3. resembled; sad
■ PAGE 18
4. also; many
5. as; forced
Part B
Answers will vary, but the following are representative:
1. The hat was gaudy; similarly, the coat was bright
and flashy.
2. Her essays were always neat and legible; likewise, her
math papers were always neat and easy to read.
3. The children were weary from shopping, and they
were also tired because they had been up late the
night before.
■ PAGE 17
Using Context Clues: Contrast I
Part A
1. but; pale
2. on the other hand; mockery
3. on the other hand; keep
4. but; able to be seen
Part A
1. as a result; difficult, requiring effort
2. therefore; rough, incomplete
3. because; desperate
4. therefore; excused
Part B
Answers will vary, but the following are representative
examples.
1. The class objected to the new lunchroom rules;
therefore, they were eventually changed.
2. The child often deceived us; as a result, we didn’t
always believe her when she told the truth.
■ PAGE 20
Using Context Clues: Cause and Effect II
Part A
1. surprised; suddenly interrupted and caught off guard
2. loud and shrill sound
3. loud, harsh sound
4. named
Part B
The following answers are samples:
1. The dim light and strange silence made the cave
seem eerie.
2. Marina cannot get a valid license because she is not
yet sixteen.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
55
Answers
Roots I
Part A
Answers will vary, but the following are representative:
1. The root graph means “written,” and the graphite
is the part of the pencil that makes marks.
2. The root auto means “self,” and automation is a
process by which machines (driven by computers)
operate by themselves.
3. Bio means “life,” so the biota is made up of living
things—plants and animals.
4. Mobile means “able to be moved, possessing the
quality of movement.” People in our society move
frequently.
5. The terminal is at the end of the route—from the root
meaning “end.”
Part B
1. calligraphy
2. terminated
3. automation
■ PAGE 22
Roots II
Part A
1. dict-, say
2. vis-, vid-, see
3. cycl-, circle
Part B
1. The scientist frequently used the microscope.
2. The number two in 42=16 is a superscript.
3. She has allergies that are chronic.
■ PAGE 23
Prefixes I
Part A
The following answers are samples:
1. in; not acting effectively
2. il; against the law
3. re; to link or join together again
4. super; beyond, or faster than, other conductors
5. sub; a contractor working for, or under, another
Part B
1. untidy
2. illiterate
3. subterranean
■ PAGE 24
Prefixes II
Part A
1. bifocals
2. semiconscious
3. tripod
4. unity
5. biped
56
Part B
Answers should emphasize the following:
1. ability to speak and/or write two languages
2. one of a kind; unlike any other
3. three separate parts or individuals, such as a group of
musicians
4. characterized by light rainfall
5. divide something, such as a line or angle, in half
■ PAGE 25
Suffixes I
Part A
1. -ship; state of being a citizen
2. -hood; state of being a brother or person involved in
a common cause
3. -ness; state of being polite
4. -ness; state of being mean
5. -ship; state of being related by blood
Part B
1. statehood; state of being a state
2. relationship; state of being related or involved
3. eagerness; state of being eager
4. ownership; state of being an owner
5. wastefulness; state of being wasteful
■ PAGE 26
Suffixes II
Part A
1. oafish
2. regional
3. artist
4. musician
5. national
Part B
Answers will vary, but the following are representative:
1. Yes, if it gets dirty.
2. No, only someone from Brazil is a Brazilian.
3. Yes, because he or she specializes in a particular area
of knowledge.
4. No, because such a storm forms only in warm places
like those in or near the tropics.
5. Yes, one who plays in the last game of a tournament
is a finalist.
■ PAGE 27
Synonyms I
Part A
The following are possible answers:
1. rehearsal
2. power
3. underhanded, furtive
4. modify
5. courage
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
■ PAGE 21
Answers
Part B
The following cluster words are representative: state, express,
tell, aver, announce, utter, convey, declare, communicate.
Sentences will vary depending upon students’ selection.
■ PAGE 28
Synonyms II
Part A
The following answers are representative:
1. salute
4. sob
2. giggle
5. think, consider
3. unfamiliar
Part B
The following answers are representative:
1. harvest
5. scolded
2. development
6. genuine
3. sneaky, dishonest
7. angry
4. delicate
8. small, miniscule
Antonyms I
4. illegal
5. inappropriate
Part B
The following answers are representative:
1. Liana likes the simple buildings in some parts of town.
2. Is it true that cats have dull vision?
3. The team will commence its program for beginners
next June.
4. The lotion seems to soothe skin.
5. There’s a penalty for that type of behavior.
■ PAGE 30
Copyright © The McGraw-Hill Companies, Inc.
Homonyms
Part A
The following answers are representative:
1. wax; a natural substance that is pliable and not
soluble in water
2. dove; past tense of the verb dive
3. litter; trash
4. Do, dew; you, ewe, yew; know, no; tale, tail
5. gait, gate; so, sew; I, eye
Part B
The sentences below are representative:
1. tear: homograph; A tear rolled down her cheek.
2. would: homophone; The birdhouse is built of oak
wood.
3. taut: homophone; We taught him to speak Spanish.
■ PAGE 32
Borrowed Words
■ PAGE 29
Part A
1. immature
2. disregard
3. inflexible
■ PAGE 31
Antonyms II
Part A
The following answers are representative:
1. boiling, sizzling, sweltering
2. filthy, grimy, grubby
3. finish, complete, terminate
4. chained, enslaved, imprisoned, or expensive, costly,
dear
5. lively, energetic, vivacious
6. stingy, miserly, tight
Part B
Answers will vary, but the following are representative:
1. Lowering the porch made it wheelchair-accessible
from the house.
2. Li’s actions were calm.
3. Everyone has heard stories of courage in battle.
4. Grandma is quick to reply to my letters.
5. We were aware of Jack and Simon’s friendship.
6. Luis was saddened with his report card.
7. Sandra noticed the gloomy atmosphere in the
workroom.
8. Do you think Constanza is shy?
Part A
1. Irish
2. Dutch
3. Italian
4. Spanish
5. Japanese
6.
7.
8.
9.
10.
Czech
Chinese
Arabic
German
Algonquian (Native
American)
Part B
The sentences are representative:
1. Lauren liked the hominy because she enjoys any type
of corn dish. (Algonquian)
2. In the small cabin, pouring water on the hot rocks
created a hot, steamy sauna. (Finnish)
3. She was dressed in cotton, a gingham skirt and
blouse. (Malayan)
4. Roosevelt’s family always served candied yams
instead of white potatoes on Thanksgiving. (Bantu
or Bambara)
■ PAGE 33
Using a Dictionary I
Part A
1. nar-rator or narra-tor
2. a noun
3. Latin
4. a person who tells
Part B
The answers are representative:
1. I received a set of encyclopedias for my birthday.
Set the box on the table, and we can see inside.
2. In a husky voice the speaker told us he had a cold.
The husky linebacker ate sixteen pancakes.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
57
Answers
■ PAGE 34
■ PAGE 37
Using a Dictionary II
Using a Thesaurus
Part A
1. prep., preposition
2. adj., adjective; n., noun; adv., adverb
3. n., noun; adj., adjective; v.i., intransitive verb; v.t.,
transitive verb
4. n., noun; v.t., transitive verb; v.i., intransitive verb
5. adj., adjective; adv., adverb
Part A
1. gossip
2. expired
3. outmoded
4. designated
5. pompous
Part B
1. executive
2. hostile
3. crowd
4. tastefully
5. consternation
■ PAGE 35
Using a Dictionary III
Part A
The answers are representative:
1. the sound a dog makes; the outer covering of a
tree’s trunk; a boat
2. nice, generous, sympathetic; a natural group
or division
Part B
The answers are representative:
1. a carpenter’s tool for shaving wood; We boarded the
plane at the Butte International Airport.
2. care, object; That child has a strong will and knows
her own mind.
3. recognition, reward; The troubled shopper decided
to cut up all his credit cards.
■ PAGE 36
Using a Dictionary IV
Part A
1. Middle English, Old English
2. French
3. Latin
4. Latin
5. Middle English, French, Latin
6. Middle English, Old English
Part B
The following sentences are representative:
1. It was a tall and grand edifice, as grand as any of the
older buildings. (Middle English, French, Latin)
2. People know the debt is growing, and they worry
about this deficit. (Latin)
3. Diamonds from the mine are used as cutting tools.
(Middle English, French, Latin, Greek)
4. Did you read the propaganda to learn the facts about
both sides of the question? (Latin)
5. Between which two colors does green appear in a
spectrum? (Middle English, Old English)
58
■ PAGE 38
Spelling Rules: ie and ei
Part A
Correctly spelled words are as follows:
1. lies
4. received
2. chief
5. believed
3. weight, height
6. Neither, niece
Part B
The following answers are representative:
1. The ceilings in the mansion were fifteen feet high.
2. His veins had large deposits of cholesterol in them.
3. The pier collapsed into the sea.
4. The heir to the throne was only twelve years old.
■ PAGE 39
Spelling Rules: Unstressed Vowels
Part A
1. superior
2. memories
3. fantasy
4. origin
5. legal
Part B
These sentences are representative:
1. The spoiled three-year-old had very definite ideas
about what he wanted.
2. The editor of our school newspaper is Shira
Goldstein, a junior.
3. Although that tune is familiar, I can’t remember
its name.
4. The Bears posted a 42–7 victory over the previously
undefeated Lions.
5. We were glad to see so many people at Mr. Riggi’s
funeral.
■ PAGE 40
Spelling Rules: Adding Prefixes
Part A
Correctly spelled words are as follows:
1. illegal
6. superhuman
2. precook
7. uniform
3. dishonest
8. bimonthly
4. incomplete
9. unneeded
5. impossible
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
Part B
These sentences are representative:
1. verb; It was my first encounter with the animal.
2. adjective; A pedestrian should always use the
crosswalk.
3. noun; As Marc retold the story, he began to blur
the details.
4. adverb; Through these halls pass the world’s
finest children.
Answers
Part B
1. semicircle
2. illogical
3. unseen
4. underpaid
5. discourteously, in a discourteous manner
■ PAGE 41
Spelling Rules: Suffixes and the Silent e
Part A
1. creation
2. rescuing
3. canoeing
4. guidance
5. severely
Part B
1. likely
2. arguing
3. rehearsal
6.
7.
8.
9.
10.
observant
priceless
improving
intensely
loving
4. correct
5. correct
■ PAGE 42
Spelling Rules: Suffixes and the Final y
Part A
1. prettier
2. carrying
3. happiest
4. obeying
5. funnier
Part B
The following sentences are representative:
1. The disappearance of the story’s villain was mystifying
to the detectives.
2. Jason was buoyed by his life jacket when he became
too tired to swim.
3. Mr. Sullivan grew angrier as the hours went by.
Copyright © The McGraw-Hill Companies, Inc.
■ PAGE 43
Spelling Rules: Doubling the Final
Consonant
Part A
1. admitted
2. fully
3. preference
4. orbited
5. exited
Part B
1. permitted
2. difference
Part B
The following sentences are representative:
1. The batter on deck kept glancing nervously at the
scoreboard.
2. The store owner said most videotapes are rented
on weekends.
3. I cleaned up the counters; meanwhile, Hank swept
the floor.
4. We need to catch the 4:20 P.M. flight; otherwise, we’ll
be traveling all night.
5. The lighthouse on Cape Hatteras will soon be moved
to a new site.
■ PAGE 45
Spelling Rules: Forming Plurals—
General Rules I
Part A
1. mailboxes
2. delays
3. treaties
4. brushes
Part B
The following sentences are representative:
1. Lida is taking three classes.
2. People have been taking better care of the beaches on
the Atlantic coast.
3. The ladies and gentlemen of the Garden Club planted
flowers at all the major intersections.
4. My cousin Dan has a large collection of decoys used
for hunting.
■ PAGE 46
Spelling Rules: Forming Plurals—
General Rules II
Part A
1. memos
2. patios
3. tomatoes
4. leaves
5. lives
6. wolves
Part B
1. kangaroos
2. shelf
3. zeros
4. echo
5.
6.
7.
8.
life
hero
elves
roofs
■ PAGE 47
Spelling Rules: Forming Plurals—
Special Rules I
■ PAGE 44
Spelling Rules: Forming Compound Words
Part A
The following answers may appear in any order.
1. note + book = notebook
2. water + proof = waterproof
3. base + ball = baseball
4. spring + time = springtime
5. sun + rise = sunrise
6. over + come = overcome
Part A
1. mothers-in-law
2. chiefs of staff
3. toothbrushes
4. Joneses
5. McCormicks
6. pocketknives
7. chiefs of police
8. sailboats
9. briefcases
10. spoonfuls
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
59
Answers
■ PAGE 48
Spelling Rules: Forming Plurals—
Special Rules II
Part A
1. geese
2. children
3. deer
4. women
Part B
1. correct
2. cattle, swine
3. livestock
■ PAGE 49
Spelling Problem Words I
Part A
1. effect
2. all together
3. its
4. except
5. already
Part B
The following sentences are representative:
1. affect; The rainy weather has little effect on the crops.
2. it’s; The foal ran to its mother.
■ PAGE 50
Spelling Problem Words II
Part A
1. lose
2. than
3. You’re
4. there
5. your
■ PAGE 51
Spelling Problem Words III
Part A
1. schedule
2. permanent
3. embarrass
4. license
5. librarian
6. incident
7. nuisance
8. genius
9. laboratory
10. immediate
Part B
Questions will vary. The following sentences are
representative:
1. accomodate; Can the restaurant accommodate such
a large group without a reservation?
2. liesure; Do you have the leisure to play tennis?
3. jewelery; Did you keep the jewelry your grandmother
gave you?
4. cancelled; Why on earth have they canceled that game?
■ PAGE 52
Spelling Problem Words IV
Part A
The following answers can appear in any order:
1. forty
2. canoe
3. height
4. analyze
5. original
6. blaze
Part B
1. muscles
2. sincerely
3. government
4. February
5. succeed
6. dissatisfied
7. recognized
8. definite
Part B
The following sentences are representative:
1. Who’s the one that asked whose hat and gloves
we found?
2. I’ve been to the Philippines; someday I plan to visit
Guam too.
3. That earring’s so loose that you’re sure to lose it.
4. You’re going to make your mother happy with
those grades!
5. Stand by this wall; then I’ll prove I’m taller than
you are.
60
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7
Copyright © The McGraw-Hill Companies, Inc.
Part B
These sentences are representative. Sentences may include
two or more of the listed words.
1. The Walzes, who live next door, built a skylight in
the kitchen.
2. Jorge’s sisters-in-law own a restaurant.
3. The attorneys general from the northern states met
in Helena.
4. The photocopies were clear and colorful.
5. Some families celebrate birthdays rather extravagantly.