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Reading, Spelling/Vocabulary, Study Skills accent rules, affix, decoding, inflections, morphemes, oral language, phonics, prefix, roots, structural analysis, suffix, syllabication, syllable division, syllable rules, word analysis, word study

The Ten English Accent Rules are important to understand and apply to be able to correctly pronounce and spell English words.

Accent Rule #1: Each word with two or more syllables has one syllable whose vowel is accented. For example, for-gét. Accents are very important to spelling rules. Accented means that the sound of that vowel is stressed, or louder, than those in other syllables.

Accent Rule #2: A long word may have more than one accent. The vowel that is stressed more or most is called the primary accent. The primary accent is key to many of the spelling rules. A second accented vowel is called the secondary accent.  For example, cón-ver-sá-tion. Very long words can have even more stressed vowel sounds, but only one primary accent.

Accent Rule #3: The primary accent is usually on the root before a double consonant. For example, for-gét-ting.

Accent Rule #4: Unaccented vowel sounds frequently have the soft /uh/ schwa sound, especially when there is only one letter in the syllable. All vowels can have the schwa sound. For example, the a in a-boút.

Accent Rule #5: The primary accent is usually on the first syllable in two-syllable words. For example, páy-ment.

Accent Rule #6: The primary accent is usually on the second syllable of two-syllable words that have a prefix in the first syllable and a root in the second syllable. For example, dis-tráct.

Accent Rule #7: For two-syllable words that act as both nouns and verbs, the primary accent is usually on the prefix (first syllable) of the noun and on the root (second syllable) of the verb. For example, pró-duce as a noun; pro-dúce as a verb.

Accent Rule #8: The primary accent is usually on the first syllable in three-syllable words, if that syllable is a root. For example, chár-ac-ter.

Accent Rule #9: The primary accent is usually on the second  syllable in three-syllable words that are formed by a prefix-root-suffix. For example, in-vést-ment.

Accent Rule #10: The primary accent is usually on the second  syllable in four-syllable words. For example, in-tél-li-gent.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonicsworkshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for ESL and Special Education students, who struggle with language/auditory processing challenges. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.

For individual sound-spelling worksheets that correspond with the comprehensive TSV Spelling Assessment, spelling rules with memorable raps and songs on CD, spelling tests, Greek and Latin affixes/roots worksheets, syllable practice, spelling games, vocabulary games, and more to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary.

Reading, Spelling/Vocabulary accent rules, accents, affixes, English accents, morphemes, prefix, roots, schwa, spelling rules, suffix, syllabication, syllabication rules, syllable rules, syllables

In a previous article I shared my Top 40 Pronunciation Pet Peeves. As I am currently hard at work writing a comprehensive 4-8th grade spelling program, I have been constantly reminded about how inaccurate pronunciation contributes to inaccurate spelling. In the spirit of full disclosure, I now am admitting my own embarrassing pronunciation gaffes. See if you have mangled a “sill-ab-bull” or two, as George Bush used to say, on the ones that I have mispronounced. This list of 20 Embarrassing Mispronunciations is sure to bring snooty literary folks like me down to size.

1. Barbiturate is pronounced “bar-bich-ur-it,” not “bar-bit-u-et.” [When did they sneak that r in?]
2. Barbed wire is pronounced “barbd wire,” not “bob wire.” [I thought Bob must have been a fencer.]
3. Hierarchy is pronounced “hi-er-ark-ee,” not “hi-ark-ee.” [I'm used to the ie as one sound, I guess.]
4. Jewelry is pronounced “jewl-ree,” not “jew-ler-ee.” [Obviously, my wife buys her own.]
5. Liable is pronounced “lie-uh-bul,” not “lie-bul.” [One is liable for libel, however.]
6. Nuptial is pronounced “nup-shul,” not “nup-chew-ul.” [I've never heard this pronounced correctly.]
7. Ophthalmology is pronounced “off-thuh-maw-lah-ge,” not “op-tho-maw-lo-ge.” [Better clean your eyeglasses on this one.]
8. Orient is pronounced “or-e-ent,” not “or-e-en-tate.” [No, it’s not interpretate either.]
9. Ostensibly is pronounced “os-ten-si-blee,” not “ob-ten-sive-lee.” [I bet I've looked this one up 20 times.]
10. Potable is pronounced “po-tuh-bul,” not “pot-uh-bul.” [And I am an avid backpacker with my own water filter]
11. Prerogative is pronounced “pre-rog-uh-tive,” not “per-rog-uh-tiv.” [If you ask me to pronounce this one tomorrow, I might get it wrong.]
12. Prescription is pronounced “pre-scrip-shun,” not “per-scrip-shun.” [Both would make sense in the Latin, I think.]
13. Peremptory is pronounced “puh-rem-tor-ee,” not “pre-emt-or-ee.” [You don't believe this one, do you? Bet you'll look it up.]
14. Prostate is pronounced “prah-state,” not “pros-strate.” [Unless you meaning lying down-guess you know my age now...]
15. Realtor® is pronounced “reel-tor,” not “reel-uh-tor.” [It sounds horrible the right way.]
16. Recur is pronounced “re-cur,” not “re-o-cur.” [Means to run again, not happen again]
17. Supremacist is pronounced “su-prem-uh-sist,” not “su-prem-ist.” [Guess I just don't want to give these folks another syllable]
18. Verbiage is pronounced “ver-be-ij,” not “ver-bij.” [We never changed this one from our British cousins.]
19. Voluptuous is pronounced “vo-lup-chew-us,” not “vo-lump-chew-us.” [The lump just sounds more full-figured.]
20. Zoology is pronounced “zo-ah-lo-ge,” not “zoo-ah-lo-ge.” [Think I'll just go on mispronouncing this one because it just makes better sense]

Many of the pronunciation errors described above are made by people with poor decoding or syllabication skills. Mark Pennington’s comprehensive curricula: Teaching Reading Strategiesand Teaching Spelling and Vocabulary are wonderful resources to teach reading, spelling, vocabulary, and proper pronunciation.

Reading, Spelling/Vocabulary decoding, English pronunciation, malaprop, mispronunciation, phonics, pronounce words, pronunciation, pronunciation pet peeves, spelling, syllabication, syllabication rules, syllabication techniques, syllable rules, word pronunciation

As beginning readers begin to recognize the connection between speech sounds and letters (phonemic awareness), use the alphabetic code to begin sounding out and blending letter sounds (phonics), and write down the letters to represent those sounds (spelling), they also begin to recognize certain patterns in single-syllable words.

Precocious Paula notices that some sounds are used more than others: long and short vowels more than consonants. In fact, Paula observes that the teacher always writes the letters representing these sounds in different colors than the consonants.  She also sees that the charts on the walls have these same colors. Bonus-year Bobby notices that every word that his teacher writes has at least one of those vowel spellings. Already-reading Alma may even ask why one vowel sound can have more than one spelling. Conforming Carl may be upset that you won’t let him sound out the teacher’s list of Outlaw Words (non-phonetic sight words).

In other words, through implicit or explicit instruction/practice, children will begin to develop recognition of syllable patterns. As more complex stories and advanced instruction layer in multi-syllabic words, most students identify these syllable patterns and apply this knowledge in their reading and writing. About 80% of students at the end of third grade can readily identify syllables and use this knowledge to guide their reading and writing (of course a higher percentage in some schools and a lower percentage in others).

Multi-syllabic decoding (phonics) and encoding (spelling) are the keys to the kingdoms of reading fluency and academic vocabulary. Reading multi-syllabic words is also a fundamental skill required for the new genres of reading that most students begin in 4th grade: their expository history and science texts.

The 80% require practice and refinement of skills to develop automaticity in reading and writing. The 20% require differentiated instruction: some on basic phonemic awareness, some on the decoding, some on the encoding, some on common sight words. Following is an instructional strategy that will scratch both the 80% and 20% itches. The scratch will provide permanent relief to the former, but only temporary relief to the latter; however, instructional strategies that accomplish both at the same time and certainly worth using.

Spelling Transformers Syllabication Strategy Sample Attachment

Time: The Spelling Transformers whole-class activity takes only three minutes of concentrated, whole class practice, twice per week.

Who Benefits: The instructional activity is beneficial for remedial, grade-level, and accelerated readers and spellers  ages seven and older.

Instructional Objectives: Over the year, students will learn to apply each of the Syllable Rules and all of the phonetic patterns in their reading and spelling.

Tactics: Rather than an inductive “Here are the rules-with examples-now apply them” approach, students practice many examples of each syllable pattern to achieve mastery of that pattern. The syllable patterns are taught, using nonsense syllables  because students ages seven and older have extensive sight word vocabularies, which can interfere with learning how changes in spelling affect pronunciation and syllabication.

Materials/Preparation: The Spelling Transformers activity is designed to use the overhead projector, Smart BOARD®, or LCD projector. Make a card with one corner cut off as a rectangle to isolate each word part (see Sample Attachment) and cut a bottom flap to more easily slide the card on the transparency. Develop nonsense word lists that correspond to the Syllable Rules and follow the instructional phonetic pattern of short vowels, consonants, long vowels, consonant blends, silent final “e,” vowel digraphs, and vowel diphthongs (see Sample Attachment). Teaching Spelling and Vocabulary has 17 such lists ready for your projector.

Directions: Teach students to respond out loud, whole class, as soon as the nonsense syllable is isolated on the projector. Tell students that they must pronounce each syllable out loud, and not just whisper. Continue at a rapid pace for three minutes. Formatively assess student progress and repeat difficult transformers. When students have universally mastered the syllable pattern, explain the relevant rule and then move on to the next syllable rule.

For the Spelling Transformers syllabication activity, individual sound-spelling worksheets that correspond with the TSV Spelling Assessment, spelling rules with memorable raps and songs on CD, spelling tests, Greek and Latin affixes/roots worksheets, spelling games, vocabulary games, and more to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary.

Reading, Spelling/Vocabulary how to teach syllabication, how to teach syllables, how to teach word parts, morphemes, open and closed syllables, sight syllables, syllabication, syllabication techniques, syllable rules, syllable transformations, syllables, transformations, transformers

My last post, “How to Teach Spelling Part IV,” discussed the role of the diagnostic pre-test as part of a balanced spelling program. I provided links for spelling word lists, including Vowel Sound-Spelling Patterns (for primary or remedial spellers), Outlaw Words (non-phonetic words), Dolch High Frequency Words, Commonly Confused Words, and the Eight Conventional Spelling Rules . I suggested that summer would be the best time to assess the spelling of your children to prepare for fall instruction and offered an essential resource: the comprehensive TSV Spelling Assessment at http://penningtonpublishing.com/assessments/TSV%20Spelling%20Assessment.pdf.

As I previously mentioned, each of the six posts will begin with a brief reflection about the instructional spelling component, follow with a rationale for teaching that component, and finish with some free instructional spelling resources. The components of each of the six posts are as follows:

1. Diagnostic Assessment 2. Sound-Spellings 3. Spelling Rules
4. Spelling Lists and Tests 5. Spelling Practice 6. Integrated Spelling and Vocabulary.

This week we explore how to use appropriate spelling practice as part of a balanced spelling program.

Reflection

□ I provide opportunities for students to practice words missed on the diagnostic pre-test.

□ I provide both memorization and writing practice for spelling words.

□ I connect spelling practice to structural analysis of the words.

□ I integrate spelling and vocabulary instruction in our practice.

Rationale

Effective spelling practice is not exclusively memorization. Good spelling practice connects to language development, vocabulary, structural analysis, auditory processing, and writing.

Language Development

The ways that words are spelled are determined by etymological influences. For example, the British spell the /er/ as “re” in theatre, while Americans spell the /er/ as “er” in theater. The ways that words are spelled are also determined by derivational influences. For example, the “ch” spelling in Greek has a hard /k/ sound, so the word chorus is spelled accordingly.

Vocabulary

The ways that words are spelled are often determined by the morphemes (words parts with meaning). For example, we spell emigrate because the prefix e means “out of,” while we spell immigrate because the prefix means “in or into.”

Structural Analysis

The ways that words are spelled are further determined by structural issues. For example, we spell begin with one n, but beginning with two n’s because of the consonant doubling rule. We pronounce unaccented vowels with the schwa sound in multi-syllabic words.

Auditory Processing

Spelling is an auditory skill, not a visual one. We “encode” the sounds we hear into the written alphabetic code. Good spelling practice involves syllabication rules, oral blending, and word fluency.

Writing

We spell in order to write coherently. Students need to practice effectively proofreading to catch inadvertent spelling errors.

Spelling Resources

Language Development

http://www.etymonline.com/ and http://www.yourdictionary.com/

Vocabulary

http://penningtonpublishing.com/blog/reading/how-we-learn-vocabulary-from-word-parts-part-iv/

Structural Analysis

http://penningtonpublishing.com/blog/reading/the-top-ten-syllable-rules/

Auditory Processing

http://penningtonpublishing.com/blog/reading/how-to-do-sound-by-sound-spelling-blending/

Writing

http://www.dailywritingtips.com/8-proofreading-tips-and-techniques/

In next week’s How to Teach Spelling Part VI, we’ll deal with the fifth P-Post-test and have more resources to integrate spelling and vocabulary instruction.

For individual sound-spelling worksheets that correspond with the TSV Spelling Assessment, spelling rules with memorable raps and songs on CD, spelling tests, Greek and Latin affixes/roots worksheets, syllable practice,spelling games, vocabulary games, and more to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary. Also check out Differentiated Spelling Instruction, the complementary fourth through eighth grade (Levels A-E) standards-based spelling series, designed to integrate instruction in spelling, structural analysis, and vocabulary. Each level has 32 weekly spelling pattern lessons and all the resources needed to differentiate spelling instruction: spelling pattern word lists with spelling sort worksheets, formative and summative assessments with recording matrices, review games, memory songs with MP3 links, supplementary word lists, and more.

Spelling/Vocabulary auditory processing, derivational spelling, encoding, etymologies, morphemes, spelling exercises, spelling practice, spelling programs, spelling rules, spelling workbooks, spelling worksheets, syllabication rules, syllable rules

Everyone misuses a word now and then. Correct word choice is determined not only by denotation (Websters says…), but also by connotation. Connotation refers to common usage which influences degree, slant, or feeling of a word. For example, the words march and amble each denotatively mean “to walk.” However, most of us would agree that marching down a road would be less enjoyable than ambling down that same road.

Many times we get close to using the right word, verbally or in print, but not close enough. Words with similar sounds are often confused. For example, affect and effect sound similar and even have related meanings. Affect means to influence; while effect is to produce as a result.

Of course, in addition to misused vocabulary words, there are also grammatical abuses, such as nouns used as verbs, e.g., loan instead of lend [Will you loan me some money?] We also use redundancies, such as irregardless or ATM machine. We misapply expressions, such as for all intensive purposes or idioms, such as waiting on. We create our own words, such as flusticated or conversate. We also change the meaning of words through common consensus. Who would have thought that bad can now mean something good?

Although Americans tolerate some vocabulary abuse, they are righteously indignant about the misuse of other words. Here, in no particular order, are the Top 40 Vocabulary Pet Peeves that surely constitute the greatest pet peeves among American wordsmiths.

1. Anxious means to worry, not to be eager. [So, you probably are not anxious to go on vacation.]
2. Exaggerate means to magnify, not to go beyond. [So, you can’t exaggerate how little your pay is.]
3. Imply means to suggest, not to conclude as with infer. [So, you don’t imply what the author says.]
4. Between means in the place separating two objects, not three or more objects as with among. [So, you won’t choose between oranges, apples, and watermelons.]
5. Unique means being the only one of its kind, not something that is special. [So, you don’t describe the sunset as unique.]
6. Relevant means pertinent, not popular. [So, a movie is not relevant and fun.]
7. Allot means to distribute, not a lot of something. [So, you don’t eat allot of ice cream, but you could allot me a scoop or two.]
8. Literally means exactly what the word means or how the author intends; it does not mean truthfully. [So, your mother-in-law is probably not literally crazy.]
9. Unbelievable means something that cannot be trusted, not something that is amazing. [So, the unbelievable savings really should be believable, if you intend to buy.]
10. Awesome means something that is revered or dreaded, not something that is good. [So, the pumpkin pie really isn’t awesome, unless you worship Charlie Brown’s Great Pumpkin.]
11. Reticent means silent or reserved, not unwilling. [So, you probably are not reticent to go out to dinner with a client.]
12. Accept means to receive willingly, not except, which means to exclude. [So, you wouldn’t say “I would like him, accept for his body odor.]
13. Already means having done before; it does not mean all ready. [So, your friends could be already all ready to leave.]
14. Capitol means the legislative building, not an upper case letter or an amount of money to invest. [So, you don’t declare your capitol gains.]
15. Complement means something that completes, not something that goes along with or provides praise. [So, your striped shirt does not complement your polka dotted pants.]
16. Principal means the highest rank, not principle, which means a rule or standard. [So, you want the principal of your child’s school to hold to the highest principles.]
17. Stationary means fixed in position, not stationery, which means writing supplies. [So, you won’t write a letter on your new stationary.]
18. Than means compared to, not then [So, you don’t go to dinner than a show.]
19. Whether means if it is so, not because of or anything having to do with the weather. [So, you might like the weather, whether it snows or rains.]
20. Occur means an action taking place that is accidental or unforeseen, at least from the point of view of the observers; it does not mean something that is expected to happen. [So, you wouldn’t say that noon occurs at 12:00 p.m. every day.]
21. Illicit means illegal, not elicit, which means to draw forth. [So, you wouldn’t illicit information from a police officer.]
22. Possible means something capable of happening or being true, not something that is according to chance. [So, anything is not really possible.]
23. Irony means an unexpected contrast between apparent and intended meanings or events, not a coincidence. [So, it isn’t ironic that you and your boyfriend both like oatmeal cookies.]
24. Anniversary means the celebration of a year, not just any period of time. [So, you don’t celebrate your two-month anniversary of a relationship.]
25. Foundered means to struggle, not floundered which means to sink. [So, your cruise ship did not founder to the depths of the Caribbean Sea.]
26. Flout means to openly disregard laws or the way things are done, not flaunt which means to display something ostentatiously. [So, you wouldn’t flout your four carat diamond ring in front of your girlfriends.]
27. i.e. means that is, or the same as, not for example. [So, you wouldn’t say “I like vacations, i.e., backpacking, going to the beach, and sightseeing.]
28. e.g. means for example, not the same as, or in place of. [So, you wouldn’t say “I like vacations, e.g., time off work.”]
29. et al means with all others, not and so forth. [So, you wouldn’t say “I like tropical islands, ski resorts, the high desert, et al.
30. Et cetera (etc.) means and so forth within the same class; it does not mean and all others. [So, you wouldn’t say “I like Expedia, Priceline, Travelocity, etc.”]
31. Eminent means prominent, not imminent which means something expected to happen soon. [So, your graduation next week is not eminent.]
32. Proverbial means according to a wise saying, not something that is well known. [So, you wouldn’t refer to the proverbial hatred of paying taxes.]
33. Oxymoron means when two objects are joined that do not fit, not something that is an opposite. [So, it’s not an oxymoron to like both sugar and bitters.]
34. Contact means to communicate through touch, not to simply respond. [So, you probably don’t mean “Contact me at your earliest convenience.”]
35. Enormity means something grotesquely beyond its intended boundaries, not something that is very large. [So, you don’t refer to the enormity of the hot fudge sundae.]
36. Travesty means to ridicule by imitation, not tragedy which means a disastrous event. [So, the sinking of the ship was not a travesty.]
37. Decimate means to ruin or reduce by tenths, not to gain victory. [So, you probably don’t really hope to decimate your fellow poker players in the game tonight.]
38. Random means to have no causal relationship; it is not something that is unexpected. [So, a joke that is unexpected is not a random one.]
39. Allude means to refer to indirectly, not elude which means to escape from. [So, you don’t allude your boss by hiding behind the file cabinet.]
40. Attain means to reach or achieve, not obtain, which means to possess or acquire. [So, you won’t attain a collection of baseball cards from the neighborhood garage sale.]

Definitions adapted from The American Heritage Dictionary of the English Language. 4^th ed. 2008.

Many of the vocabulary  errors described above are made by people with poor decoding, syllabication, or word part skills. Mark Pennington’s comprehensive curricula: Teaching Reading Strategies and Teaching Spelling and Vocabulary are wonderful resources to teach reading, spelling, vocabulary, and proper pronunciation.

Reading, Spelling/Vocabulary, Writing commonly confused words, homographs, homonyms, homophones, syllable rules, vocabulary, vocabulary demons, vocabulary pet peeves, word meanings

President George Bush, well known for his pronunciation gaffes, once said, “I have been known to mangle a syllable or two myself.” Despite laughing at the plethora of Bushisms over the last eight years, even the best American wordsmiths do mispronounce their fair share of words.

Americans are somewhat tolerant regarding pronunciation errors when the mistakes involve infrequently used foreign phrases, place names, technical terms, dialectical differences, or idiomatic expressions. However, for various reasons, we do demand uniform pronunciation of some words. Following are our Top 40 Pronunciation Pet Peeves in no particular order.

1. Library is pronounced “lie-brair-ee,” not “lie-bear-ee.” [No, it’s not libarian either]
2. Nuclear is pronounced “nook-lee-er,” not “nUke-U-ler.” [Ode to Bush]
3. February is pronounced “Feb-roo-air-ee,” not “Feb-U-aire-ee.” [Frequently misspelled, as well]
4. Orange is pronounced “or-anj,” not “are-anj.” [Orange you glad you know this?]
5. Prostate is pronounced “praw-state,” not “praw-straight.” [Unless you are lying down]
6. Height is pronounced “hite,” not “hite with a ‘th’.” [That “e-i” or “width” must confuse us]
7. Probably is pronounced “praw-bab-lee,” not “prob-lee.” [Or some say “praw-lee”]
8. Ask is pronounced “ask,” not ” ax.” [Please tell me before you ax me.]
9. Pronunciation is pronounced “pro-nun-see-a-tion,” not ” pro-noun-see-a-tion.” [But pronounce]
10. Athlete is pronounced “ath-lete,” not “ath-ah-leet.” [Despite the ath-ah-leets foot commercials]
11. Strategy is pronounced “strat-uh-gee,” not “stra-ji-dee.” [Though we never say “stra-ji-jick”]
12. Aluminum is pronounced “uh-loo-mi-num,” not “al-U-min-um.” [Brits have their own version]
13. Et cetera (etc.) is pronounced “et-set-er-ah,” not “ek- set-er-ah.” [Not “ek-spe-shul-lee” either]
14. Supposedly is pronounced “suh-po-zed-lee,” not “su-pose-ub-lee.” [Or "su-pose-eh-blee”]
15. Difference is pronounced “di-fer-ence,” not “dif-rence.” [Often misspelled due to this error]
16. Mischievous is pronounced “mis-chuh-vus,” not “mis-chee-vee-us.” [You’ll look this one up]
17. Mayonnaise is pronounced “may-un-naze,” not “man-aise.” [“Ketchup-catsup” is another matter]
18. Miniature is pronounced “mi-ne-uh-ture,” not “min-ah-ture.” [Who drives an Austin “min-uh”?]
19. Definite is pronounced “de-fuh-nit,” not ” def-ah-nut.” [For define, it’s “di-fine” not “dah-fine”]
20. Often is pronounced “off-ten,” not “off-en.” [Probably just sloppy pronunciation]
21. Internet is pronounced “In-ter-net,” not “In-nur-net.” [Not “in-ner-rest-ing either]
22. Groceries is pronounced “grow-sir-ees,” not “grow-sure-ees.” [It’s not “grow-sure” either]
23. Similar is pronounced “sim-ah-ler,” not “sim-U-lar.” [But Websters says “sim-ler” is fine]
24. Escape is pronounced “es-cape,” not “ex-cape.” [It’s not “ex-pres-so” either]
25. Lose is pronounced “luze,” not “loose.” [Think “choose,” not “moose”]
26. Temperature is pronounced “tem-per-ah-ture,” not “tem-prah-chur.” [Cute when kids say it]
27. Jewelry is pronounced “jewl-ree” or “jew-ul-ree,” not “jew-ler-ree.” [More syllables won’t get you more carats]
28. Sandwich is pronounced “sand-which,” not “sam-which.” [Or “sam-mitch” either]
29. Realtor is pronounced “real-tor,” not “real-ah-tor.” [Similarly, it’s “di-late,” not “di-ah-late”]
30. Asterisk is pronounced “ass-tur-risk,” not “ass-trik.” [It’s not called a star, by the way]
31. Federal is pronounced “fed-ur-ul,” not “fed-rul.” [Use all syllables to ensure all federal holidays]
32. Candidate is pronounced “can-di-date,” not “can-uh-date.” [It’s not “can-nuh-date” or "can-di-dit"]
33. Hierarchy is pronounced “hi-ur-ar-kee,” not “hi-ar-kee.” [It’s not “arch-type”; it’s “ar-ki-type”]
34. Niche is pronounced “nich” or “neesh,” not “neech.” [This one drives some people crazy]
35. Sherbet is pronounced “sher-bet,” not “sher-bert.” [I’m sure, Burt]
36. Prescription is pronounced “pre-scrip-tion,” not “per-scrip-tion.” [and prerogative, not “per”]
37. Arctic is pronounced “ark-tik,” not “ar-tik.” [Not “ant-ar-tik-ah either]
38. Cabinet is pronounced “cab-uh-net,” not “cab-net.” [Likewise, it’s “cor-uh-net,” not “cor-net”]
39. Triathlon is pronounced “tri-ath-lon,” not “tri-ath-uh-lon.” [Not “bi-ath-uh-lon” either]
40. Forte is pronounced “fort,” not “for-tay.” [But Porsche does have a slight “uh” at the end]

And for the culinary snobs among us… It’s “bru-chet-tah” or “bru-sket-tah,” but definitely not “bru-shet-tah.” And it’s “hear-row,” not “gear-row” or “ji-roh.” If you’re eager for more of the same, check out the 20 Embarrassing Mispronunciations that I have been guilty of over the years.

Many of the pronunciation errors described above are made by people with poor decoding or syllabication skills. Mark Pennington’s comprehensive curricula: Teaching Reading Strategies and Teaching Spelling and Vocabulary are wonderful resources to teach reading, spelling, vocabulary, and proper pronunciation.

Reading, Spelling/Vocabulary alliteration, enunciation, pet peeves, pronunciation, pronunciation pet peeves, reading fluency, speech techniques, syllable rules, syllables

My last post, “How to Teach Spelling Part II,” discussed why teachers should teach the sound-spelling system as part of a balanced spelling program. I provided links for free downloadable Animal Sound-Spelling Cards that teach the vowel sound-spellings and some got-to-have Spelling Games. I also linked a wonderful resource: the comprehensive TSV Spelling Assessment that will help you diagnose your students, according to their knowledge of the sound-spelling system.

As I previously mentioned, each of the six posts will begin with a brief reflection about the instructional spelling component, follow with a rationale for teaching that component, and finish with some free instructional spelling resources. The components of each of the six posts are as follows:
1. Diagnostic Assessment 2. Sound-Spellings 3. Spelling Rules
4. Spelling Lists and Tests 5. Spelling Practice 6. Integrated Spelling and Vocabulary.

This week we explore how to teach the spelling rules.

Reflection

□ I know the key eight conventional spelling rules that work most all of the times.

□ I have an instructional plan in place to teach these spelling rules.

□ I have formative assessments in place to analyze their progress.

Rationale

Just because the English sound-spelling system works in only about 50% of spellings does not mean that there are not predictable spelling patterns to increase that percentage of spelling predictability and accuracy. Although the sound-spelling patterns are the first line of defense, the conventional spelling rules that work most all of the time are a necessary back-up.

Spelling Resources

Here are the Eight Great Spelling Rules with links to memorable MP3 songs and raps to help your students (and you) remember them.

1. The i before e Rule

Usually spell i before e (believe), but spell e before i after a c (receive) and when the letters are pronounced as a long /a/ sound (neighbor).

http://penningtonpublishing.com/blog/spelling_vocabulary/the-i-before-e-spelling-rule/

2. The Final y Rule

Keep the y when adding an ending if the word ends in a vowel, then a y (delay-delayed), or if the ending begins with an i (copy-copying). Change the y to i when adding an ending if the word ends in a consonant, then a y (pretty-prettiest).

http://penningtonpublishing.com/blog/grammar_mechanics/the-final-y-spelling-rule/“>

3. The Silent e Rule

Drop the e (have-having) at the end of a syllable if the ending begins with a vowel. Keep the e (close-closely) when the ending begins with a consonant, has a soft /c/ or /g/ sound, then an “ous” or “able” (peaceable, gorgeous), or if it ends in “ee”, “oe”, or “ye” (freedom, shoeing, eyeing).

http://penningtonpublishing.com/blog/grammar_mechanics/the-silent-e-spelling-rule/

4. The Double the Consonant Rule

Double the consonant, when adding on an ending (permitted), if all three of these conditions are met: 1. the last syllable has the accent (per / mit)  2. the last syllable ends in a vowel, then a consonant (permit). 3. the ending you add begins with a vowel (ed).

http://penningtonpublishing.com/blog/grammar_mechanics/the-double-the-consonant-spelling-rule/

5. The Ending “an” or “en” Rule

End a word with “ance”, “ancy”, or “ant” (vacancy, arrogance) if the root before has a hard /c/ or /g/ sound or if the root ends with “ear” or “ure” (clearance, insurance). End a word with “ence”, “ency”, or “ent” if the root before has a soft /c/ or /g/ sound (magnificent, emergency), after “id” (residence), or if the root ends with “ere” (reverence).

http://penningtonpublishing.com/blog/grammar_mechanics/the-ending-“an”-or-“en”-spelling-rule/

6. The “able” or “ible” Rule

End a word with “able” if the root before has a hard /c/ or /g/ sound (despicable, navigable), after a complete root word (teachable), or after a silent e (likeable). End a word with “ible” if the root has a soft /c/ or /g/ sound (reducible, legible), after an “ss” (admissible), or after an incomplete root word (audible).

http://penningtonpublishing.com/blog/grammar_mechanics/the-“able”-or-“ible”-spelling-rule/

7. The Ending “ion” Rule

Spell “sion” (illusion) for the final zyun sound or the final shun sound (expulsion, compassion) if after an l or s. Spell “cian” (musician) for a person and “tion” (condition) in most all other cases.

http://penningtonpublishing.com/blog/grammar_mechanics/the-ending-“ion”-spelling-rule/

8. The Plurals Rule

Spell plural nouns with an s (dog-dogs), even those that end in y (day-days) or those that end in a vowel, then an o (stereo-stereos). Spell “es” after the sounds of /s/, /x/, /z/, /ch/, or /sh/ (box-boxes) or after a consonant, then an o (potato-potatoes). Change the y to i and add “es” when the word ends in a consonant, then a y (ferry-ferries). Change the “fe” or “lf” ending to “ves” (knife-knives, shelf-shelves).

http://penningtonpublishing.com/blog/grammar_mechanics/the-plurals-spelling-rule/

Cheers! Until next week’s How to Teach Spelling Part IV,

Mark Pennington

For individual sound-spelling worksheets that correspond with the TSV Spelling Assessment, spelling rules with memorable raps and songs on CD, spelling tests, Greek and Latin affixes/roots worksheets, syllable practice,spelling games, vocabulary games, and more to differentiate spelling and vocabulary instruction, please check out Mark’s Teaching Spelling and Vocabulary. Also check out Differentiated Spelling Instruction, the complementary fourth through eighth grade (Levels A-E) standards-based spelling series, designed to integrate instruction in spelling, structural analysis, and vocabulary. Each level has 32 weekly spelling pattern lessons and all the resources needed to differentiate spelling instruction: spelling pattern word lists with spelling sort worksheets, formative and summative assessments with recording matrices, review games, memory songs with MP3 links, supplementary word lists, and more.

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Despite all of our educational focus these days on higher order critical thinking skills, such as analysis, synthesis, and evaluation (Bloom, Costa, etc.), the bulk of our teaching and learning at all levels of education remains at the lower levels of factual acquisition, comprehension, and application. We need this pool of knowledge to be able to accurately and efficiently inform our thinking and decision-making.

Since reading remains the chief vehicle that we use to access this knowledge, we had better get good at it. Knowing vocabulary is, of course, one of the keys to reading. The precise definitions of vocabulary words are the lower level gatekeepers  that allow readers access to the higher level thinking skills.

But, some may be thinking… aren’t all words subject to individual interpretation? To some degree, yes. However, words do have a collective consciousness of meaning. They do connect to objective realities. In other words, words are not totally subjective. Words must be denotatively internalized and connotatively applied with a good deal of accuracy and skill to properly access information the way the author intends. Only when the reader understands the author’s intentions can higher order thinking skills be then applied to the text.

Although that author-reader connection is a two-way street, the relationship should be weighted heavily on the side of the author. It is the author’s thoughts that we are trying to interpret, not ours per se. An author chooses words carefully because of their precise meanings and the connotations/feelings that the collective readers commonly will understand.

So, memorizing words with precise denotative and connotative definitions is important. Sloppy use of our language inhibits effective communication and leads to misunderstandings. So, what’s the bottom line here? What’s the application for teacher and learner? It is better to teach and learn fewer words with greater precision, than many words with less precision. Two vocabulary strategies assist in this effort: The Vocabulary Ladder and Semantic Spectrums.

The Vocabulary Ladder

Students draw a graphic representation of a ladder with five rungs. They take notes in between the rungs from each of the guiding prompts (in boldface). Begin with a clear, simple, and concise dictionary definition and work students up the ladder via class and teacher brainstorming and reference to appropriate text.

Example Vocabulary Word: democracy

Full Understanding

-It’s important because… it’s the foundation of our government.

-It’s different than… a republic because… a republic has a Constitution.

-It’s the same as… a republic because… both have citizens who are allowed to vote.

-Specific examples of it would be… direct democracy like a club, representative democracy like our Student Council.

-It’s an example of the following… ways decisions are made in governments and organizations.

-The definition is… rule by the people.

Basic Understanding

Semantic Spectrums

Students draw a number line with one end labeled Extreme and the other end labeled Opposite  Extreme. The object is to list words in their connotative order along the spectrum of meaning. Select two vocabulary words for this activity that students fully understand that are antonyms. For example, hot and cold. Have students brainstorm synonyms to each word at the ends of the spectrum and problem-solve via consensus as to where to list each new word by degree of meaning. Select one or two unknown vocabulary words that will fit along this spectrum and read a clear, simple, and concise dictionary definition of each. Assist the students’ decision-making as to where to place these new words. Have the students write down their definitions below the spectrum.

Example Vocabulary Words: even-tempered and vicious

Extreme kind-hearted/nice/warm/even-tempered/cool/mean/cruel/vicious/hateful Opposite Extreme

For more vocabulary activities, including Greek and Latin affixes/roots worksheets, spelling-vocabulary games, vocabulary lists, vocabulary flashcards, spelling rules with memorable raps and songs on CD, spelling tests, syllable practice, to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary at www.penningtonpublishing.com.

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