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Able and ible used as suffixes signify that may be, capable of being, fit or worthy to be, or capacity.

eat’a ble    blam’a ble    am’i ca ble
sal’a ble    laugh’a ble   nav’i ga ble
leg’i ble    for’ci ble    com bus’ti ble
cred’i ble   au’di ble     in del’i ble

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If you can pronounce correctly every word in this poem, you will be speaking English better than 90% of the native English speakers in the world. After trying the verses, a Frenchman said he’d prefer six months of hard labour to reading six lines aloud.

Dearest creature in creation,
Study English pronunciation.
I will teach you in my verse
Sounds like corpse, corps, horse, and worse.
I will keep you, Suzy, busy,
Make your head with heat grow dizzy.
Tear in eye, your dress will tear.
So shall I! Oh hear my prayer.
Just compare heart, beard, and heard,
Dies and diet, lord and word,
Sword and sward, retain and Britain.
(Mind the latter, how it’s written.)
Now I surely will not plague you
With such words as plaque and ague.
But be careful how you speak:
Say break and steak, but bleak and streak;
Cloven, oven, how and low,
Script, receipt, show, poem, and toe.
Hear me say, devoid of trickery,
Daughter, laughter, and Terpsichore,
Typhoid, measles, topsails, aisles,
Exiles, similes, and reviles;
Scholar, vicar, and cigar,
Solar, mica, war and far;
One, anemone, Balmoral,
Kitchen, lichen, laundry, laurel;
Gertrude, German, wind and mind,
Scene, Melpomene, mankind.
Billet does not rhyme with ballet,
Bouquet, wallet, mallet, chalet.
Blood and flood are not like food,
Nor is mould like should and would.
Viscous, viscount, load and broad,
Toward, to forward, to reward.
And your pronunciation’s OK
When you correctly say croquet,
Rounded, wounded, grieve and sieve,
Friend and fiend, alive and live.
Ivy, privy, famous; clamour
And enamour rhyme with hammer.
River, rival, tomb, bomb, comb,
Doll and roll and some and home.
Stranger does not rhyme with anger,
Neither does devour with clangour.
Souls but foul, haunt but aunt,
Font, front, wont, want, grand, and grant,
Shoes, goes, does. Now first say finger,
And then singer, ginger, linger,
Real, zeal, mauve, gauze, gouge and gauge,
Marriage, foliage, mirage, and age.
Query does not rhyme with very,
Nor does fury sound like bury.
Dost, lost, post and doth, cloth, loth.
Job, nob, bosom, transom, oath.
Though the differences seem little,
We say actual but victual.
Refer does not rhyme with deafer.
Foeffer does, and zephyr, heifer.
Mint, pint, senate and sedate;
Dull, bull, and George ate late.
Scenic, Arabic, Pacific,
Science, conscience, scientific.
Liberty, library, heave and heaven,
Rachel, ache, moustache, eleven.
We say hallowed, but allowed,
People, leopard, towed, but vowed.
Mark the differences, moreover,
Between mover, cover, clover;
Leeches, breeches, wise, precise,
Chalice, but police and lice;
Camel, constable, unstable,
Principle, disciple, label.
Petal, panel, and canal,
Wait, surprise, plait, promise, pal.
Worm and storm, chaise, chaos, chair,
Senator, spectator, mayor.
Tour, but our and succour, four.
Gas, alas, and Arkansas.
Sea, idea, Korea, area,
Psalm, Maria, but malaria.
Youth, south, southern, cleanse and clean.
Doctrine, turpentine, marine.
Compare alien with Italian,
Dandelion and battalion.
Sally with ally, yea, ye,
Eye, I, ay, aye, whey, and key.
Say aver, but ever, fever,
Neither, leisure, skein, deceiver.
Heron, granary, canary.
Crevice and device and aerie.
Face, but preface, not efface.
Phlegm, phlegmatic, ass, glass, bass.
Large, but target, gin, give, verging,
Ought, out, joust and scour, scourging.
Ear, but earn and wear and tear
Do not rhyme with here but ere.
Seven is right, but so is even,
Hyphen, roughen, nephew Stephen,
Monkey, donkey, Turk and jerk,
Ask, grasp, wasp, and cork and work.
Pronunciation (think of Psyche!)
Is a paling stout and spikey?
Won’t it make you lose your wits,
Writing groats and saying grits?
It’s a dark abyss or tunnel:
Strewn with stones, stowed, solace, gunwale,
Islington and Isle of Wight,
Housewife, verdict and indict.
Finally, which rhymes with enough,
Though, through, plough, or dough, or cough?
Hiccough has the sound of cup.
My advice is to give up!!!

English Pronunciation by G. Nolst Trenité

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Spelling Vocabulary Words – Homophones Beginning With I
 I (see aye)

 I’d (see eyed)

 ide (see eyed)

idyl (-s), idyll (-s), idle (-s), idol (-s)

ileum, ilium

 illicit (see elicit)

 illusive (see allusive)

 I’ll (see aisle)

 immanent, imminent (see eminent)

 immerge (see emerge)

impassable, impassible

impatience, impatiens

in, inn

incidence, incidents

incite, insight (?)

independence, independents

indict (-s), indite (-s)

indigence, indigents

inequity, iniquity (?)

innocence, innocents

instance, instants

 insure (see ensure)

intense, intents

 irrupt (see erupt)

 irruption (see eruption)

 isle (see aisle)

its, it’s

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Teaching Affixes
Lesson 142.

In words like the following, ed is pronounced as t; and, although of two
and three syllables, the words are pronounced in one and two.

graced    fixed   es caped’     at tacked’
scraped   mixed   em braced’    con fessed’
cracked   boxed   en grossed’   op pressed’

In other words formed by the affix ed, the last letter is doubled in words
of one syllable, or in words accented on the last syllable, when they end
with a single consonant preceded by a single vowel; as, wed, wed’ded. If
the word ends in any other consonant than d or t, the e in ed becomes
silent, and the two syllables become one; as, hem, hemmed, pronounced
hemd.

jut’ted    shunned   com pelled   o mit’ted
fret’ted   tapped    e quipped’   im bed’ded
fit’ted    rubbed    de murred’   com mit’ted

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IV

Words which in their shortest form end in _-d_, _-de_, _-ge_, _-unit_,
_-rt_, _-se_, _-sr_, take the ending _-sion_; e.g., _abscind_,
_abscission_; _include_, _inclusion_; _emerge_, _emersion_; _remit_,
_remission_; _infuse_, _infusion_; _repress_, _repression_.

All others take the ending _-tion_.

The following are irregularities:

adhesion
assertion
attention
coercion
cohesion
crucifixion
declension
dimension
dissension
distortion
divulsion
expulsion
impulsion
insertion
intention
occasion
propulsion
recursion
repulsion
revulsion
scansion
suspicion
tension
version

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Affixes – Basic Spelling Rules

Doubling the Final Letter and Exceptions
Lesson 139.

Spelling rule for ing words.

Ing signifies continuing to; as talking, continuing to talk. The following
words, in taking their suffix, double the final letter. The last letter is
doubled when the word ends with a single consonant preceded by a single
vowel.

plan’ning   win’ning    stop’ping   a bet’ting
fret’ting   blot’ting   gun’ning    re bel’ling
bid’ding    rob’bing    shut’ting   o mit’ting

Other words ending with consonants, which do not double the final letter.

act’ing     fail’ing   mean’ing   ex pand’ing
land’ing    rain’ing   coax’ing   con sent’ing
build’ing   sail’ing   suit’ing   vis’it ing

SpellingTeaching SpellingSpelling Rules

Teaching Spelling

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ED110975 – Teaching Word Recognition Skills in Georgia Schools.

Authors: Aaron, I. E.
Descriptors: Basic Reading; Informal Reading Inventories; Phonics; Primary Education; Reading Instruction; Reading Programs; Reading Skills; Teaching Methods; Word Recognition
Source: N/A
Peer-Reviewed: N/A
Publisher: N/A
Publication Date: 1970-00-00
Pages: 86
Pub Types: Guides – General
Abstract: This publication presents fundamental ideas necessary for effective teaching of word recognition as part of the reading process. Chapter 1 defines and discusses word recognition techniques. The second chapter reviews word recognition techniques and discusses how they aid the reader in unlocking words. Exercises and suggestions for teaching word recognition skills and subskills are presented in chapter 3. Chapter 4 presents an overview of the place of phonics in the reading program. Chapter 5 offers selected exercises for teaching phonics and related skills. A listing of word recognition skills by reading grade levels and a check list for use in evaluating the child’s knowledge of word recognition skills are presented in chapter 6. A brief lesson plan for teaching word recognition skills when basal readers are used is outlined in chapter 7. An informal reading inventory is described in chapter 8, and chapter 9 contains summary comments on word recognition skills. (LL)

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