Advanced Spelling and Vocabulary

The Right Perspective

C. Lee McCormick

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Advanced Spelling and Vocabulary

The Right Perspective

By C. Lee McCormick

Illustrated by Tiber McCormick

Word Corner Publishing

15020 Burwood Drive

Lake Mathews, CA 92570

Copyright 2009

All Rights Reserved. No part of this

work may be copied or duplicated

in any form without the express

permission of the publisher.

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Table of

Contents

INTRODUCTION 1

CHAPTER ONE 9

What does spelling have to do with my Aunt Mary?

CHAPTER TWO 14

How is a balloon different from a tune?

CHAPTER THREE 17

Who benefits from social security?

CHAPTER FOUR 20

Is it fair, charging a fare to go to the fair?

CHAPTER FIVE 24

Does the employer employ the employee?

CHAPTER SIX 27

Do parallel lines ever cross?

CHAPTER SEVEN 32

Can you find your way through a labyrinth?

CHAPTER EIGHT 37

Do you need a permit to paint your house blue?

CHAPTER NINE 42

Do all Dr. Seuss books rhyme?

CHAPTER TEN 49

Wondering whether we’ll have rainy weather?

CHAPTER ELEVEN 56

Reasons for spelling troubles

CHAPTER TWELVE 61

Different ways to spell the same sound

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INTRODUCTION

The title, Advanced Spelling and Vocabulary: the Right Perspective is

fitting because it incorporates the two most popular meanings of the

word perspective.

Perspective can mean a view, vista1 or outlook; a way of regarding

situations or topics. If you have the perspective that spelling is easy to

accomplish, it will indeed be so. However, if you take the opposite view,

spelling can “hurt” like the devil!

So we are going for the “right” perspective—the right way to approach

spelling. And what is that? That would be to put your attention on

learning to spell the words that you write most frequently. Knowing how to

spell they is a far higher priority than knowing how to spell chauffeur.2

1 Vista: the perception of a region or subject (using the eyes or imagination).

2 Chauffeur: (1) A man paid to drive a privately owned car. The elderly woman was wealthy enough to

hire a chauffeur to drive her shopping malls and charity benefits. (2) Drive someone in a vehicle. Mom

chauffeured us to soccer lessons.

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Thus, we come to the purpose of this book. And that is to encourage you

to know the meanings and spelling of those words you must write or type

repeatedly.

Perspective has a second meaning: the technique of representing three-

dimensional objects on a two-dimensional surface. The drawing on the

cover of the book uses perspective to give the house unusual twists and

turns.

This second definition also applies because words and their spellings are

two-dimensional representations of the three-dimensional physical

universe. For example: how easy it is for a two-year-old to understand

the word pony once he has seen a live pony, stroked the pony’s mane

and ridden on its back. The physical universe has a lot to do with

knowing what words mean. It is the connector between you and spoken

language.

Spelling also requires making a connection. And that connection comes

from knowing the meanings of the words you are trying to spell. You

should never be expected to learn how to spell a word until you

understand what the word means. In other words, it is the definition(s) of

a word that connects it to the world we live in.

Not knowing all the meanings of a word might even get you into trouble.

For example, if you didn’t know that one of the definitions of enlistment is

voluntary entry into one of the armed services, and you sought to be

polite and agreeable to others (including army recruiters); you might find

yourself in a situation you didn’t intend.

A number of students have told me they can spell words in spite of not

knowing what the words mean. And of course they can. But without

knowing what a word means it is of no use to them. When it comes to

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practicality, knowing the meaning of a particular word is far more

important than knowing how to spell it.

So bottom line, find out what an unfamiliar word means before you invest

time in learning how to spell it. At least one definition is given for those

words in this book that have been designated as the “most-misspelled

words” in the English language. In addition, high school level words that

you may not have encountered in your earlier studies are footnoted for

you. It is the sincere wish of the author that you will find this book

beneficial to your spelling happiness!

NOTE ON TEXTING

Please do not let abbreviations you use in texting3 carry over into your

formal writing. There is a beauty to language when it is used to express

deep emotion or when it is used to paint detailed pictures in the mind. It is

also quite functional when used to relay precise directions or give clear

instructions that can easily be followed.

Texting too can be very useful but rarely does it follow the rules of formal

writing—this is not the purpose of text speak4.

3 Texting: when texting, abbreviations are used. “What are you up to?” is abbreviated: wat RU^2

“One for all and all for one” is abbreviated: 14AA41.

4 Text Speak: Using abbreviations when texting or sending instant messages. Text Speak is used to

communicate quickly and efficiently.

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How to use this book

This book has ten vocabulary—spelling lessons.

Each lesson has five assignments. You might do assignment 1 on Monday;

assignment 2 on Tuesday; assignment 3 on Wednesday; assignment 4 on

Thursday; and Assignment 5 on Friday. Go at your own pace.

Assignments include frequently misspelled words—these are words many

individuals define as “spelling demons.”

Assignments include practical skill words. These are words that, although

not necessarily tricky to spell, show up frequently in day-to-day activities

and are thus a necessary part of life and livingness.

Some assignments include pairs of words that can lead to spelling trouble

because they are so similar. Assignments include homonyms5 that sound

the same but are spelled differently.

Assignment five is a spelling test. Suggestion: ask your teacher or study

partner (someone your teacher assigns you to work with) to give you the

spelling test.

Cruising Lane: Do one lesson every two weeks. This will give you time to

use the “Ten Steps to Perfect Spelling” method outlined on the next page

and give you more time to drill. You will complete the spelling/vocabulary

program in less than six months.

Fast Track: Do one lesson a week. You will complete the program in a little

over two months!

Autobahn6 for spelling whizzes: Do one lesson a day. You will complete

the entire book in a little over two weeks!

Cruising lane, fast tract or autobahn, the idea is to become a competent

speller at an advanced level.

5 Homonym: two words are homonyms if they are pronounced or spelled the same way but have different

meanings. Many homonyms have different spellings. Examples: The words red and read (past tense) are

pronounced the same. The word read (present tense) is pronounced like reed (a grass with a hollow

slender stem). The word bat, meaning a mouse-like mammal that sleeps during the day and flies at night, is

spelled the same as a bat that is used to hit the ball in a game of baseball.

6 Autobahn: an expressway in Germany and Austria which has no posted speed limit [the word autobahn

means automobile + bahn, highway].

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If you are an ace speller, Advanced Spelling and Vocabulary: the Right

Perspective will be a breeze for you.

If you are a poor speller, there are many games you can play that will

guarantee you will become a master at spelling. The author, initially a

poor speller, created the “Ten Steps to Perfect Spelling” and other

strategies for mastering her own spelling. Although you are welcome to

use any of her ideas, you are urged to create your own because they are

the ones that will best stick with you.

Important Note:

Frequently check to ensure you know the

meaning of the words you are trying to spell.

As pointed out in the introduction, trying to

spell words when you don’t know what they

mean, can in itself be a barrier to spelling.

Although some words are defined or footnoted for you, there may be

other words you are unfamiliar with as well. All unfamiliar words should be

looked up in a dictionary and used in sentences. The goal is to go over

any unfamiliar word enough times so as to make it part of your speaking

and writing vocabulary.

Note: Most words have an exact spelling (although some words do have

two correct ways they can be spelled7).

7 Some words can be spelled two different ways. Examples: grey and gray; catalogue and catalog;

aesthetic and esthetic (What does aesthetic mean? If you call something aesthetic you show an

appreciation of its beauty).

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10 STEPS TO PERFECT SPELLING

What if I already have perfect spelling?

If you have no difficulty with spelling you may skip over the “10 Steps to

Perfect Spelling” and move to Chapter 1.

If you sometimes have difficulty spelling certain words, however, this

section should be of interest to you. Read it, try it and if it works for you

refer to it as needed.

In doing the assignments in this book, you may find words that are hard for

you to spell, especially those words that are among the “most misspelled

words” in the English language. The following “Ten Steps to Perfect

Spelling” are offered as a method for overcoming spelling difficulty. If you

have a method that works better, by all means use it. You will also find

additional strategies in chapter 13, “Reasons for Spelling Troubles.”

(However, if no method seems to work, we recommend the book High

School Basic Spelling: the Right Perspective. Chapter eight of the book is

a troubleshooting section designed to help find the underlying cause for

poor spelling. Once the cause is known, it is easy to remedy.)

When using the following ten steps make a game of it and have fun!

1. Write the word down and say the word aloud.

2. If the word has more than one syllable8, break it down in syllables and

notice the placement of each vowel in the word.

3. Look the word up in a student dictionary.

8 Syllable: see “Spelling Rule” section for definition of the word syllable.

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4. Make sure you are pronouncing the word correctly; incorrect

pronunciation is often why spelling goes awry9.

5. Read and study each definition of the word. This would include

paying attention to the different ways the word can be used (parts of

speech). Make up sentences for each definition until you feel you

can fully use the word.

6. Learn any idioms that are listed as part of the definition. If specialized

definitions are given, you may omit studying those.

7. Check the word’s derivation (where the word originated from) if your

dictionary includes derivations. A word’s derivations can often help

you to understand the word better.

8. When it comes to practicing the spelling of a new word, use a method

(or combination of methods) that works well for you. Here are some

possible ideas:

(a) Look at the word and notice how it is spelled. Close your eyes

and try to see it spelled correctly.

(b) Practice writing the word down a number of times on paper.

(c) Use your finger to write the word in the air.

(d) Draw a picture of the word in a way that helps with spelling it.

(e) Find something in the word that makes it easy for you to spell.

Example: spelling the word “parentheses10” became a breeze once I

noticed it contained the word “parent.”

(f) Make up a story about the spelling of the word.

9 Awry: Away from the correct or expected course.

10 Parentheses: ( ) are used to put additional information into a statement, a question or a definition. A

single parenthesis may be used after numbers or letter to separate them from what is stated following the

number or letter.

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(g) Use clay to spell out the word or make something in clay that will

help you with spelling the word.

(h) Or, use a method that you have personally devised that helps you

to spell well.

9. After studying the words from an assignment, ask someone to give you

a written spelling test. Check your work. If all correct, go to the next

assignment. Re-study any words missed.

10. Create a personal spelling list. Any time you come across a word that

is difficult for you to spell, add it to the list. If you recall troublesome

words from earlier grades, put those words on your list as well.

Frequently review the list and practice spelling the words. If you do

this often enough the words and their spellings will become so familiar,

you will soon be able to spell them perfectly. Once you master the

spelling of a word, strike it from the list.

Secret to Success:

Make sure you know the definition for every new spelling word. If you

forget what a word means, look it up in a dictionary. Look a word up as

many times as necessary to reach a

full understanding of the word.

Don’t limit this secret to spelling:

look up unfamiliar words in all

subjects!

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Chapter One

What does spelling have to do with my Aunt Mary?

Assignment 1:

The first step in learning to spell any word is to know its meaning. The most

basic definition for the word acquire is given below along with sample

sentences using the word:

Acquire: (Verb) come into the possession of something concrete or

abstract. They acquired a new pet. We acquired a new

understanding of prejudice when we attended the Museum of

Tolerance in Los Angeles.

After you fully understand the definition, make up a few sentences of your

own using the word acquire. The next step is to note how the word is

spelled. If you have no difficulty spelling it, move to the next paragraph in

this assignment. However, if you do have difficulty, use the “10 steps to

perfect spelling” or work out your own way to make spelling the word

easy. For example, by noting that the pronunciation “kw” is spelled “qu”

the word is easy to spell.

Now do the same with each of the words in this assignment. That is:

(a) Read the definition and sample sentence. (b) Make up sentences of

your own using the word. (c) Note how the word is spelled. If you can

easily spell it, move to the next word. If you have difficulty, use the “10

steps to perfect spelling” or work out your own way to make it easy to

spell the word:

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Appliance: (Noun) a device that is very useful for a particular job.

The kitchen had all new stainless steel appliances.

Axle: (Noun) a shaft on which a wheel rotates. The bicycle wheel

turned on its axle.

Canoe: (Noun) a small, lightweight boat, pointed at both ends,

propelled with a paddle. The saying “to paddle one’s own canoe”

means to make one’s way in life.

Crease: 1. (Noun—an angular or rounded shape made by folding.)

There is a crease in my blouse that needs to be ironed out.

2. (Verb—to make a crease or wrinkle into a smooth surface.)

Crease the invitations down the middle.

Discern: (Verb) detect with the senses. I looked where he pointed

but could discern nothing.

Impudent: (Adjective) marked by casual disrespect. The boy was

kept after class for his impudent behavior.

Maintenance: (Noun) activity involved in maintaining something in

good working order. The janitor was in charge of maintenance at

the school.

Plaque: (Noun) a plate-like ornament, often to commemorate an

event. The sound the letter “k” makes is sometimes spelled “que”,

as in the word plaque.

Plumber: (Noun) a craftsman who installs and repairs pipes and

fixtures and appliances. The pipe burst; call a plumber!

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Radiator: (Noun) any object that radiates energy. He turned on the

radiator to warm up the cold apartment.

Truant: (Adjective) absent without permission. The truant

schoolboy was brought to the principal’s office by a policeman.

Assignment 2:

Review or learn the difference between the words advice and advise.

Read each word’s definition below and note each word’s part of speech.

Recognize the difference and similarity between the words. If not already

known, learn to spell them.

Advice: (Noun) a proposal for an appropriate course of action.

His suggestion to dress warmly was good advice.

Advise: (Verb) give advice to. I advise you to bring a jacket as

the evening air is often cool.

Assignment 3:

Understand what is meant by the practical skill words listed below. If not

already known, learn to spell them.

Print: to form letters individually and not connect them as is done

in cursive11. Most application forms ask you to print.

11 Cursive: rapid handwriting in which letters are connected within words without lifting the writing

implement from the paper.

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Legibly: when a form says “write legibly” it is requesting that you

write well enough for others to easily read your writing. Most

application forms ask you to write legibly.

Assignment 4:

There are some words your spell-check won’t catch. These are words that

sound the same but they mean something entirely different and are

spelled differently. Examples: “It’s a lovely morning” and “I like its light

blue color.” “You’re too late to see the show” and “Where is your ticket?”

When you are writing, be on the alert for these tricky words. Don’t mix-up

their spellings—you don’t want to insult your Aunt Mary!

Write a sentence using each word

correctly.

Ant: pests you don’t want at a picnic.

Aunt: either your mother or father’s sister.

Ate: to have taken in food.

Eight: a number.

Knot: any of various fastenings formed by looping and tying a rope

(or cord) upon itself or to another rope or other object.

Not: a word that says no; a negative. Often abbreviated “n’t”

as in can not—can’t, is not—isn’t, do not—don’t, etc.

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Assignment 5:

Ask your teacher or a study partner to test you on chapter one words:

acquire

appliance

axle

canoe Today’s

crease Spelling Test

discern

impudent

maintenance

plaque

plumber

radiator

truant

advise

advice

print

legible

ant—aunt

ate—eight

knot—not

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