Vocabulary and Spelling Strategies and Practice

Grammar and Composition Vocabulary and Spelling Strategies and Practice Grade 7 Glencoe/McGraw-Hill Copyright © The McGraw-Hill Companies, Inc. Al...
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Grammar and Composition

Vocabulary and Spelling Strategies and Practice Grade 7

Glencoe/McGraw-Hill

Copyright © The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce material contained herein on the condition that such material be reproduced only for classroom use; and be provided to students, teachers, and families without charge; and be used solely in conjunction with Writer’s Choice. Any other reproduction, for use or sale, is prohibited without written permission of the publisher. Printed in the United States of America. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240 ISBN 0-07-823252-X 123456789

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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

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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. Copyright © The McGraw-Hill Companies, Inc.

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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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■ B. Making the Meaning Clear

Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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■ B. Completing Sentences

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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?

Copyright © The McGraw-Hill Companies, Inc.

■ 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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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1. The president _______________ and with great solemnity pinned a medal on

Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

“A Huge Black Umbrella,” Marjorie Agosín

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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

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3. The slow movement of the huge mobile _______________ visitors, holding them

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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“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

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5. inundate: to flood; to repair; to create once again

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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.

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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actor who played the police officer in the first act.

Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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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 ................................

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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5. Gina is usually very candid; she was secretive about the surprise party, however.

Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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.

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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 ................................

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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?

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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 ................................

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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 _______________________________________________________________

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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 ................................

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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■ B. Making Inferences About Words

Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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a hockey player.

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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.

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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2. Li’s actions were frenzied.___________________________________________________

Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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. __________________________________

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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 ................................

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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¯¯a 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?

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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 __________________________________________________________________

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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

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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

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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 ................................

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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

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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

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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

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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 ................................

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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

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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

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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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

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Vocabulary and Spelling Strategies and Practice Name ...................................................................................... Class .................................................. Date ................................

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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

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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!”

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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

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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

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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

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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

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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.

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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

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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

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■ 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.

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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

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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.

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■ 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

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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.

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Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

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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.