Book #6: 6 Reasons for Silent-E
For the Student, Page 1
Lesson 1 EXTRA PRACTICE #3 Read a phrase in the first column. Decide if it is a Who, Did What, Where, When, Why, or How phrase. Draw a line to the same type of phrase in the second column.
by their home
her new blue bike
for the Pope
will be brave
because they ate fish
by the store
at the track meet
because of the glare
will sing a tune
for five hours
the green grape
on his soap box
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 2
Lesson 1 EXTRA PRACTICE #4 Only 1 sight word inside [ ] will turn it into a real sentence. Circle that word. Then read the sentence.
Lots of [ women money ] smile at babies. Would you like to have an [ add egg ] during snack time? Just do the [ odd mitt ] problems on this math sheet on prime numbers. The white sand felt [ half bare feet.
rough ] on his
The exact [ knew length ] of his driveway at home was fifteen feet. The old man wanted to [ prove strength ] he could still run ten miles, but he stopped after three. “Stop complaining about [ add money ], and get a job at the tire store,” Mom said. Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 3
Lesson 1 EXTRA PRACTICE #5
Change the order of these letters to create a real Silent-E word.
e r i d p p l t e a b t e u e l i p ap g r e r e i p v o d r e t uc e cu e b e n k a s
t e a d i t m e
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 4
Lesson 2 EXTRA PRACTICE #3
Draw a line to divide these real words into syllables.
frustrate
complete
reptile
include
athlete
combine
migrate
invite
pavement
concrete
supreme
ignore
delete
female
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 5
Lesson 2 EXTRA PRACTICE #4
A word in the first column rhymes with a word in the second column. Draw a line between the two words that rhyme. HINT: To rhyme, the last syllable will be the same.
explore
inflate
soapstone
refine
empire
implore
include
retake
define
limestone
deflate
umpire
mistake
compare
prepare
conclude
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 6
Lesson 2 EXTRA PRACTICE #5:
Make 2 or more sentences by drawing a line between a Who or What, a Did What, a Where, and a When Why or How phrase. Read each sentence you create.
Who or What phrases:
Mrs. Irene Jones The polite crocodile A strong athlete Did What phrases:
didn’t behave well volunteered to translate agreed to compete Where phrases:
at the track meet in the antelope pen in front of her French class When, Why or How phrases:
because he was hungry. to win a gold medal. but she made a mistake.
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 7
Lesson 3 EXTRA PRACTICE #3 Put one line under each Silent-E that is doing one job. Put two lines under each Silent-E that is doing two jobs. For Example:
pale
cage
space
franchise
stage
retrace
refuse
these
advice
require
twice
expose
enrage
spruce
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 8
Lesson 3 EXTRA PRACTICE #4
Make a real word by putting CE or GE on the blank line.
advi ____
tra ____ dy
an____ l
di ____ st
ri ____
disgra ____
sa ____
la
Gree ____
tra ____
hu ____
di ____
repla ____
a ____ nt
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 9
Lesson 3 EXTRA PRACTICE #5 Make 2 or more sentences by drawing a line between a Who or What, Did What, Where and When, How or Why phrase. Read each sentence you create.
Who or What phrases:
The secret agent The president of the magic club My friend Jake Did What phrases:
will use sage and salt did pose will do a trick with a trombone Where phrases:
by the huge window in the stew on the side of the stage When, How or Why phrases:
to witness a crime. on Valentine’s Day. to amuse people. Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 10
Lesson 4 EXTRA PRACTICE #3:
Read each word. If IVE is acting like a suffix, box it off.
active
five
motive
thrive
give
responsive
festive
strive
digestive
detective
olive
protective
native
relative
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 11
Lesson 4 EXTRA PRACTICE #4
Make a real word by putting VE or IVE on the blank line.
gro ____
pass ____
defens____
microwa ____
misbeha ____
dissol ____
extens ____
suggest ____
dro ____
cra ____
negat ____
locomot ____
posit ____
val ____
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 12
Lesson 4 EXTRA PRACTICE #5
Make 2 or more sentences by drawing a line between a Who or What, Did What, Where and When, How or Why phrase. Read each sentence you create.
Who or What phrases:
My sensitive relative Her active puppy The competitive executive Did What phrases:
saw the danger lost the lucrative contract
did taste the gelatin Where phrases:
at the gigantic store on the fancy plate in the expensive home When, How or Why phrases:
on Tuesday. due to his cravings. because he had no money.
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 13
Lesson 5 EXTRA PRACTICE #3
Add CE or SE to correctly spell the word.
prin ____
the ____
refu ____
silen ____
Fran ____
Japane ____
dispo ____
roman ____
enclo ____
glan ____
finan ____
pla ____
convin ____
impo ____
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 14
Lesson 5 EXTRA PRACTICE #4
Add GE or DGE to correctly spell the /j/ sound in each word.
gru ____
enra ____
frin ____
ri ____
le ____
aven ____
bing ____
plun ____
slu ____
indul ____
refu ____
we ____
challen ____
he ____
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 15
Lesson 5 EXTRA PRACTICE #5
In each row, circle the correctly spelled real word.
negligence
negligense
dogeball
dodgeball
sentens
sentence
edge
ege
fence
fens
juge
judge
ambulanse
ambulance
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 16
Lesson 6 EXTRA PRACTICE #3
Add the suffix to the Baseword, and write the new word on the blank line.
dote + ed cute + er fine + ly gripe + ed slime + y dine + ing dance + able hinge + ed engage + ment judge + ed oppose + able spice + y
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 17
Lesson 6 EXTRA PRACTICE #4
Read a word in the first column. Find a word in the second column that rhymes with it. Draw a line between the two words that rhyme. Then circle every word that used the Dropping rule.
diving
prancer
dinner
liner
diner
reducing
embraceable
striving
named
winner
dancer
replaceable
shopped
tamed
producing
dropped
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 18
Lesson 6 EXTRA PRACTICE #5 Box off each suffix. Then circle each word that used the Dropping rule.
blamed
prideful
scanning
braveness
hated
miner
statement
timing
notable
traceable
wetter
hoped
dancer
grabbed
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 19
Lesson 7 EXTRA PRACTICE #3
Box off each suffix. Then write the Baseword on the blank line.
spinal momentous itemize strategize magical continuous cubic valuable apologize envious economic refusal
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 20
Lesson 7 EXTRA PRACTICE #4 Make 2 or more sentences by drawing a line between a Who or What, Did What, Where and When, How or Why phrase. Read each sentence you create.
Who or What phrases:
A huge tidal wave The President’s accidental fall Their traditional family Did What phrases:
went on a vacation crashed on the shore
was publicized Where phrases:
on the national news at the majestic mansion behind the coastal hotel When, How or Why phrases:
last weekend. because it was momentous. dangerously.
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 21
Lesson 7 EXTRA PRACTICE #5
Make real words by changing the order of the syllables. Write the real word in the blank. Do not change the order of letters within a syllable.
Example:
men mo tous
momentous
sal pro po scan lous da a cat log im nize mu tal fa pa ram geous vi ous en
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 22
Lesson 8 EXTRA PRACTICE #3: Draw a line between words that rhyme. Then circle each Greek word.
cyst
ripe
maze
gym
graphic
hyper
Kim
traffic
type
slide
Piper
phase
Clyde
mist
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 23
Lesson 8 EXTRA PRACTICE #4
Put Y or PH in the blank to correctly spell each Greek word
h ____ phen
gra ____ ite
dol ____ in
____ onetic
ox ____ gen
t ____ rant
____ ysical
Ol
s ____ ndrome
____ antom
a ____ id
s ____ mpathy
t ____ pist
sym ____ ony
Copyright © 2015 by Susan Barton
mpic
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 24
Lesson 8 EXTRA PRACTICE #5 Only 1 sight word inside [ ] will turn it into a real sentence. Circle that word. Then read the sentence.
Since Steve was in [ ninth touch ] grade, he was a freshman. I [ truly sign ] think you are too tired to complete your homework. Play the game using the [ usually real ] rules. Do not pass [ dough judgment ] on people who are doing their best. [ Though bumpy.
Country ] roads can be quite
We saw a huge [ sign really ] on the edge of the freeway. As [ clothes
usual ], they were late to class.
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 25
Lesson 9 EXTRA PRACTICE #3 Make 2 or more sentences by drawing a line between a Who or What, Did What, Where and When, How or Why phrase. Read each sentence you create.
Who or What phrases:
My adventurous grandma The lecture on maturity My nephew Joseph Did What phrases:
was posturing put his new dentures did not capture his attention Where phrases:
on the green pasture in the classroom by the sink fixture
When, How or Why phrases:
for safe keeping. due to his immaturity. when the gopher was captured. Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 26
Lesson 9 EXTRA PRACTICE #4
Make real words by changing the order of the syllables. Write the real word on the blank line. H I N T : Do not change the order of letters within a syllable.
Example:
ma pre ly ture
prematurely
ture cul sub ous ad tur ven lec er tur ly tur al cul cap re ture ing fac man tur u tur al ri ag cul
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
Lesson 9 EXTRA PRACTICE #5
For the Student, Page 27
Box off any prefix and/or suffix. Circle what says /cher/.
sutures
signatures
scriptural
structurally
punctured
vultures
cultural
rupturing
indentured
pastures
adventurous
lecturer
textural
recaptured
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 28
Lesson 10 EXTRA PRACTICE #3
Box off each SION or TION. Then write the original related word on the blank line.
invasion pollution pretension quotation evasion tension rejection submission delegation mutation confusion collision
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 29
Lesson 10 EXTRA PRACTICE #4 Draw a line from the entire word in the first column to its related word in the second column.
hesitation
suppress
explosion
combine
compilation
dehydrate
recognition
explode
dehydration
compile
suppression
hesitate
combination
recognize
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 30
Lesson 10 EXTRA PRACTICE #5
Correctly add SION or TION to each word. Write the entire word on the blank line.
frustrate confuse admit rotate discuss translate decide regulate invade suppress supervise nominate
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 31
Lesson 11 EXTRA PRACTICE #3
In each row, circle the correctly spelled real word. HINT: Use your spell checker if you are not sure.
notice
notace
chocolite
chocolate
grimace
grimice
necklice
necklace
definite
definate
palice
palace
granate
granite
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 32
Lesson 11 EXTRA PRACTICE #4
Draw a line from the first part of the word in the first column to the Silent-E Unit that will turn it into a real word in the second column. HINT: Use your spell checker if you are not sure.
mascul
ite
front
ace
approxim
age
compos
ate
nov
ine
pref
age
pass
ice
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 33
Lesson 11 EXTRA PRACTICE #5
Circle each Silent-E Unit. Then write the smaller related word on the blank line.
plumage imagine package composite passionate baggage storage dosage shrinkage affectionate pilgrimage luggage
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 34
Lesson 12 EXTRA PRACTICE #3
In each row, circle the correctly spelled real word.
drizzle
drizle
scufle
scuffle
midle
middle
snuggle
snugle
dazle
dazzle
cradle
craddle
dribble
drible
jugle
juggle
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 35
Lesson 12 EXTRA PRACTICE #4
Make 2 or more sentences by drawing a line between a Who or What, Did What, Where and When, How or Why phrase. Read each sentence you create.
Who or What phrases:
Her affectionate mother The little girl with dimples The incredible Mr. Wallace Did What phrases:
played the fiddle rode the noble steed likes to throw pebbles Where phrases:
in the middle of the festival across the pasture by the castle
When, How or Why phrases:
excellently. to raise money. during the weekends. Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 36
Lesson 12 EXTRA PRACTICE #5 Only 1 sight word inside [ ] will turn it into a real sentence. Circle that word. Then read the sentence.
My dog loves to [ bury orange ] his bones with gristle on them outside. I hope that the [ die flood ] will not get too close to that vehicle. Her snuggly kittlen is very [ tie special ] to the entire family. Mom grumbled and told us not to [ sugar lie ] to her. They ate apple [ pie celebration.
loose ] at the
His favorite [ blood color ] is orange. They used an incredible new [ beautiful machine ] at the construction site. Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 37
Lesson 13 EXTRA PRACTICE #3
In each row, circle the correctly spelled real word.
danceable
dancable
sprinkleing
sprinkling
buckling
buckleing
pikkle
pickle
damaged
damageed
popsicle
popsikle
replacable
replaceable
chukkled
chuckled
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 38
Lesson 13 EXTRA PRACTICE #4
Add the suffix to the Baseword, and write the new word on the blank line.
fringe + ed sparkle + ing adventure + ous unicycle + ist pinnacle + s village + er manage + able bristle + ing simple + est mingle + ing future + ist recycle + ing
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 39
Lesson 13 EXTRA PRACTICE #5
Box off each prefix and suffix. Then write the Baseword on the blank line.
unfreckled intertribal disgraceful inexpensively intermingling unbandaging reexamined microscopic unlikable uprising misplaced infinitely
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 40
Lesson 14 EXTRA PRACTICE #3
Add the suffix to the Baseword, and write the new word on the blank line.
recycle + able deduct + ible stop + er mature + ity modify + able access + ible rely + able degrade + able convince + ible coach + able deny + able arrange + able
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 41
Lesson 14 EXTRA PRACTICE #4
Make real words by drawing a line from a prefix in the first column to a Baseword in the second column.
im
deniably
in
woven
trans
valuable
un
practical
inter
excusable
im
atlantic
in
movable
Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6
Book #6: 6 Reasons for Silent-E
For the Student, Page 42
Lesson 14 EXTRA PRACTICE #5
Make 2 or more sentences by drawing a line between a Who or What, Did What, Where and When, How or Why phrase. Read each sentence you create.
Who or What phrases:
My lovable sister Alice The invaluable detective Their responsible friends Did What phrases:
threw the recyclable bottles solved the unimaginable crime wore a beautiful but impractical dress Where phrases:
by the intersection to the recital into the receptacle
When, How or Why phrases:
yesterday. because it was stylish. to immobilize the criminal Copyright © 2015 by Susan Barton
Book 6 of the Barton Reading & Spelling System
Version 1.6