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

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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