Pennington Publishing Blog

The two most often-used methods of vocabulary instruction include passing out a vocabulary list to be memorized for the Friday quiz and pre-teaching a few vocabulary words prior to reading. Each method has its limitations. Retention of rote memorization without reinforced, deliberate practice is minimal. Exposure to a key word in a reading selection without context provides minimal understanding.

Whereas the Common Core State Standards have been widely criticized in some academic areas, I’ve never heard a parent, student, or teacher criticize the vocabulary Standards detailed in the Language Strand. Whether states re-write, re-name, or simply re-number the Common Core State Standards, the essential components of vocabulary instruction are retained. As an MA reading specialist, both vocabulary acquisition and retention are the keys to the kingdom. But minds are not simply empty vessels to be filled with ACT/SAT vocabulary; minds are also to be trained to acquire and retain words on their own. The latter is not the natural process that some describe (or hope for). Surely the process of vocabulary growth can be made more efficient and accurate with training. That’s where good teaching comes in… and one important instructional strategy is the research-based vocabulary worksheet.

The educational research provides insight as to what makes a vocabulary worksheet an effective instructional strategy for knowledge and/or skills acquisition.

In a January 2016 article, the American Psychological Association published a helpful article titled “Practice for Knowledge Acquisition (Not Drill and Kill)” in which researchers distinguish between deliberate practice and “drill and kill” rote memorization: “Deliberate practice involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills… (Campitelli & Gobet, 2011).”

“… several conditions that must be in place in order for practice activities to be most effective in moving students closer to skillful performance (Anderson, 2008; Campitelli & Gobet, 2011; Ericsson, Krampe, & Clemens, 1993). Each of these conditions can be met with carefully designed instruction.”

Most of the Tier II academic (not content-specific) language is gained through widespread reading of challenging text, Reading lots of words matters, but reading at a word recognition level of about 5% unknown words, coupled with context clues instruction and practice maximizes the amount of vocabulary acquisition and retention. According the writers of the Common Core, text complexity really matters. Research-based vocabulary worksheets can help provide deliberate practice in how to independently grow vocabulary.

The second key to vocabulary development is deep instruction in the words themselves. Passing out the vocabulary list to memorize is not “deep instruction.” Let’s take a look at the Common Core Vocabulary Standards to understand. Following are the eighth grade Standards. Highlights are my own to facilitate skimming and to provide your own vocabulary check-list of “Do that,” “Don’t do that, but need to” self-evaluation.

Comprehensive Vocabulary

Vocabulary Acquisition and Use:

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For full-year vocabulary programs which include multiple meaning words (L.4.a.), Greek and Latin morphology with Morphology Walls (L.4.a.), figures of speech (L.5.a.), words with special relationships (L.5.b.), words with connotative meanings (L.5.c.), and academic language words (L.6.0), check out the assessment-based grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary.

Get the Grades 4,5,6,7,8 Vocabulary Sequence of Instruction FREE Resource:

Get the Greek and Latin Morphology Walls FREE Resource:

Get the Diagnostic Academic Language Assessment FREE Resource:

Spelling/Vocabulary Academic Language, affixes and roots, antonyms, connotations, context clues, denotations, dictionary, drill and kill worksheets, ELA worksheets, English grammar worksheets, English-language arts, figurative language, figures of speech, four square vocabulary, free worksheets, glossaries, grammar and mechanics worksheets, grammar and usage worksheets, grammar research, grammar worksheets, Greek and Latin, homographs, homonyms, homophones, idioms, idomatic expressions, inflections, learning theory, lesson plans, Mark Pennington, multiple-meaning words, phonics worksheets, reading worksheets, semantic spectrums, spelling worksheets, syllables, synonyms, teacher worksheets, Teaching the Language Strand, thesaurus, tier 2 vocabulary, tier three vocabulary, vocabulary worksheets, word parts, word relationships, writing worksheets

Comprehensive Vocabulary

Following is  a research-based argument as to why vocabulary word lists don’t work for vocabulary acquisition.

Most of us would agree with reading researchers that vocabulary development is critically important to improving reading comprehension (e.g., Anderson & Freebody, 1981; Baumann, Kame‘enui, & Ash, 2003). However, not all vocabulary instruction is effective or efficient.

The Weekly Vocabulary Word List

In many classrooms the predominant means of vocabulary instruction is weekly vocabulary word list. Pass it out on Monday; have students look up and write down definitions, make game cards, do a crossword puzzle, do a word sort, write context clue sentences, etc. Then test on Friday. The problem is that this approach does not work. It’s ineffective and inefficient.

It’s ineffective.

Students memorize the list for the Friday test and forget half of them by the next week. “Rote memorization of words and definitions is the least effective instructional method resulting in little long-term effect (Kameenui, Dixon, Carine 1987).”

It’s inefficient.

Even if students were to remember all of the, say 20 words, on the weekly vocabulary word list for the entire school year, they would only have mastered 600 words. But, the American lexicon is over 800,000 words. The SAT® word bank is over 30,000. 600 words won’t make a dent in those numbers.

According to reading research, students need to learn 3,000 new words per year just to make year-to-year grade level progress (Honig 1983). So learning only 600 words is a very small drop in a very big bucket. But it is a bucket we desperately need to fill-especially for educationally disadvantaged students, whose “word poverty” (Louisa C. Moats) dooms them to the “Matthew Effect” (Keith Stanovich) in which the poorer tend to get poorer.

To teach students 3,000 words a year, students would have to learn 17 words each school day (3,000 words over 178 school days). However, classroom intervention studies suggest that only 8 to 10 words can be retained through direct instruction in one week (Stahl & Fairbanks, 1986). That works out to about 300 words per year-hardly enough.

So, if vocabulary word lists are ineffective and inefficient. What does work to teach those 3,000 words per year?

Three Effective and Efficient Methods of Vocabulary Instruction

1. Independent Reading

Let’s use Luis as our example. Reading 30 minutes per day for homework at a rate of 200 words per minute, for a total of 132 days (4 days per week in a typical school year), means that Luis would be exposed to 792,000 words (30 x 200 x 132). If Luis reads text at the recommended 5% unknown words* level of word recognition recommended by reading researchers (Stahl, 1999), this means that he would be exposed to 39,600 unfamiliar words per year (792,000 x .05). Because students learn between 5 and 10 percent of previously unknown words in a single reading (Stahl, 1999), Luis will have learned between 1,980 and 3,960 new words at home! Not to mention reading in class.

*That 5% unknown words level is critically important. If students read texts below their current reading levels, even lots of reading won’t result in measurable vocabulary growth (Carver, 1994).

However, the vocabulary gleaned from independent reading is almost exclusively Tier 1 vocabulary. Students need the academic language of Tier 2. So…

2. Greek and Latin Word Parts

Reading researchers suggest that learning Greek and Latin word parts is an effective and efficient method for acquiring vocabulary (e.g., Anglin, 1993; Biemiller & Slonim, 2001). Over 50% of all academic vocabulary contains one or more Greek or Latin prefix, root, or suffix. Unlike memorizing vocabulary word lists, memorizing word parts produces enormous pay-offs because one prefix, root, or suffix may be a component of hundreds of words. Learning these word families provides significant utility for the reader, especially those word parts with the highest utility.

Just 9 prefixes constitute 75% of words with prefixes (White, Sowell, & Yanigihara, 1989). Comprehensive frequency studies have not been completed on roots; however, there is general consensus as to utility of a few hundred roots. There is less agreement on the value of teaching suffixes. Suffixes can often have vague meanings such as “the state of”; suffixes are often merely inflectional forms; they also tend to vary spellings. However, some study of suffixes that have specific meanings is certainly warranted. Check out a great list of Greek and Latin word parts for instruction here.

3. Tier One, Two, and Three Words (Beck et al., 2002)

Some words do not need to be taught. Tier One Words are high utility words that will become part of a student’s lexicon incidentally through oral language or reading. Tier Two Words are common words used in cross-curricular academic discussions and reading. Tier Three Words are the specific-to-the-subject words that can sometimes be learned through effective application of context clues, but more often than not require vocabulary instruction in depth.

For example, examine this sentence: The happy child was fortunate to have such a sunny disposition.

Tier One Words: happy, child, sunny

Tier Two Word: fortunate

Tier Three Word: disposition

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For full-year vocabulary programs which include multiple meaning words (L.4.a.), Greek and Latin morphology with Morphology Walls (L.4.a.), figures of speech (L.5.a.), words with special relationships (L.5.b.), words with connotative meanings (L.5.c.), and academic language words (L.6.0), check out the assessment-based grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary.

Get the Grades 4,5,6,7,8 Vocabulary Sequence of Instruction FREE Resource:

Get the Greek and Latin Morphology Walls FREE Resource:

Get the Diagnostic Academic Language Assessment FREE Resource:

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Reading, Spelling/Vocabulary context clues, Greek and Latin, Mark Pennington, prefixes, roots, SAT words, suffixes, syllables, vocabulary, vocabulary word lists

Most teachers are unfamiliar with the role that pronunciation plays in orthography (the study of spelling rules). Key to proper pronunciation is the accent. The accent is the stress placed in varying degrees upon the vowel sounds in syllables. The primary accent refers to the vowel sound with the greatest “punch” or “stress.” A good way to teach accents is to have students clap on the accented syllable and snap on the unaccented syllables. Teachers may choose to add on secondary accents; however, these have minimal influences on pronunciation and spelling. Check out How to Teach Syllabication after you skim through this helpful list of accent rules. 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.

Get the Accent Rules FREE Resource:

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The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted, sounds to print instruction and practice with the 5 Daily Google Slide Activities every grades 4-adult reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards, speech articulation songs, sounds to print games, and morphology walls. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Click the SCIENCE OF READING INTERVENTION PROGRAM RESOURCES for detailed program description, sample lessons, and video overviews. Click the links to get these ready-to-use resources, developed by a teacher (Mark Pennington, MA reading specialist) for teachers and their students.

Get the SCRIP Comprehension Cues FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

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

The 20 Syllable Rules

Teachers should take a look at the importance of direct instruction in syllabication. The syllable rules provide helpful guides to proper pronunciation, spelling, and reading. Check out How to Teach Syllabication once you’ve skimmed the following syllable rules. The Twenty Advanced Syllable Rules are critical to accurate pronunciation, decoding, and spelling. Knowing the patterns of affixes and roots will also facilitate vocabulary acquisition.

Syllable Rule #1: Every syllable has a vowel. The common vowels are a, e, i, o, and u.

Syllable Rule #2: When the vowel is not at the end of a syllable, it has a short sound. The Vowel-Consonant (VC) and Consonant-Vowel-Consonant (CVC) patterns are called closed syllables. For example, bas-ket is a CVC-CVC word with the short vowels ă and ě.

Syllable Rule #3: When the vowel is at the end of a syllable, it has a long sound. The Consonant-Vowel (CV) and Consonant-Consonant-Vowel (CCV) patterns are called open syllables. For example, be-low is a VC-VC word with the long vowels ā and ō.

Syllable Rule #4: Vowel digraphs are paired vowels that have only one vowel sound. Usually the first vowel indicates the sound of the vowel digraph. For example, in the word boat, the vowel digraph is “oa” and the sound is /ō/. Usually keep vowel digraphs in the same syllable.

Syllable Rule #5: Base words are roots that form complete words. A root is the meaning-based syllable that may or may not connect to prefixes or suffixes. Usually keep the original spelling of the base word when connecting to prefixes and suffixes. For example, kick in kicking.

Syllable Rule #6: Compound words consist of two or three base words (roots that form complete words). Usually keep the original spellings of the base words in compound words. The spelling rules do not change the spelling of the base words. For example, bridesmaid.

Syllable Rule #7: An incomplete root is the meaning-based syllable that connects to prefixes and/or suffixes. Unlike a base word, the incomplete root is not a complete word. Both ending vowels and consonants can change when connecting to other roots and suffixes. Sometimes a vowel or consonant is either added or dropped. For example, vis in visible.

Syllable Rule #8: Keep the silent final “e” and the vowel before in the same syllable. The silent final “e” makes the vowel before a long sound if there is only one consonant in between the vowel and the “e”. For example, basement.

Syllable Rule #9: Vowel diphthongs are paired vowels that have two vowel sounds. For example, “au” in sauces. Like vowel digraphs, they stay in the same syllable.

Syllable Rule #10: Prefixes are meaningful word parts attached to the beginnings of words. More than one prefix can begin a word. For example, mis and under in misunderstand.

Syllable Rule #11: Suffixes are word parts attached to the endings of words. They can add meaning to the word or indicate a part of speech. More than one suffix can end a word. For example, on and al in seasonal.

Syllable Rule #12: Consonant digraphs, such as sh, and consonant blends, such as str, stay in the same syllable. For example, shallow and straighten. The /sh/ consonant digraph frequently changes to another consonant sound between different grammatical forms of the same root. For example, /sh/ to /k/ in musician and magic.

Syllable Rule #13: Keep the r-controlled vowels (ar, er, ir, or, and ur) in the same syllable. For example, er-ror.

Syllable Rule #14: Divide syllables between doubled consonants, for example for-gét-ting, unless the doubled consonant is part of a syllable included in a base word, for example ful-fill-ment.

Syllable Rule #15: Some short vowel sounds change to the soft /uh/ schwa sound with a different grammatical form of the same word. For example, in cónduct and conductor the “o” changes from a short vowel to a schwa.

Syllable Rule #16: Some long vowel sounds change to the soft /uh/ schwa sound with a different grammatical form of the same word. For example, in repeat and repetition the “e” changes from a long vowel to a schwa.

Syllable Rule #17: Some long vowel sounds change to the short vowel sound with a different grammatical form of the same word. For example, in nation and national the “a” changes from a long vowel to a short vowel.

Syllable Rule #18: Some silent consonants are pronounced when connected to different grammatical forms of the same root. For example, numb and number.

Syllable Rule #19: Many Greek and Latin prefixes change their spellings to match the roots to which they attach in order to make pronunciation easier. For example, in and mobile becomes immobile. These “chameleons” can change either their consonant or vowel spellings. Check out How to Teach Greek and Latin Prefixes, Suffixes, and Roots.

Syllable Rule #20: Many Greek and Latin suffixes are morphemes, which means that the word part is meaningful. For example, viewable. Other suffixes serve as inflections, which means that the suffix helps change the part of speech, but does not add meaning to the word. For example, started.

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The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE for detailed product description and sample lessons.

Get the Syllable Awareness Assessment FREE Resource:

Get the Syllable Rules FREE Resource:

Get the Accent Rules FREE Resource:

Reading, Spelling/Vocabulary accent rules, affixes, base words, how to teach syllables, inflections, Mark Pennington, morphemes, prefixes, roots, spelling rules, suffixes, syllabication, syllabication techniques, syllable division, syllables, Teaching Reading Strategies, word parts

Syllable Transformers

Within the science of reading community, several in-house debates can get quite heated. One such topic is the value of teaching syllables or syllable types. Nora Chahbazi of EBLI comments,

I’m certain that teaching rules and syllable types is not necessary in order to learn to read well and quickly, but I am also acutely aware of the vitriol that can result from pushing up against these beloved and common instructional practices. When I even dip my toe into the ‘phonics rules and syllable types’ pool on social media or in discussions, and share about how phonics and multi-syllable words can be taught rules-free so student learning is more effective and efficient, the backlash is instant and severe.

Other respected voices in the science of reading community have different views on the subject of syllabication. According to Dr. Tim Shanahan (2021),

I would definitely teach syllabication. It clearly has value. Though the amount of such teaching can be pretty limited. Nevertheless, decoding instruction is not primarily or mainly about teaching students to sound out words. Such teaching, if successful, must instigate readers to perceive patterns and conditionalities within words (that’s what orthographic mapping and statistical learning are all about).

…So, yes, teach syllabication, but expose kids to the exceptions and teach them to use these divisions conditionally and flexibly.

Now, I’m not placing the two views as polar opposites. Some of these perceived differences may simply involve splitting fine hairs, such as whether to teach the terminology of syllable types or whether explicit or implicit instruction works better.

However, I’m steering somewhat clear of the controversy by dealing with a practical matter: After (or as) students acquire phonemic awareness and are knee-deep into decoding (phonics) and encoding (spelling), they also begin to recognize certain patterns in single-syllable words. Students don’t limit themselves to the phoneme (sound)-grapheme (spelling).  For example,

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 each spelling in your list of Heart Words (high-frequency words which have a non-phonetic “part to learn by heart.” Analytic Amos may constantly point out those rimes (word families), despite your re-directs to the phoneme-grapheme correspondences.

You can’t (and shouldn’t) stop ’em, so teachers need to learn how to teach syllables.

In other words, through implicit or explicit instruction/practice, students 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.

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.

Spelling Transformers Syllabication Strategy

Note: I am indebted to the late Dr. John Shefelbine of SIPPS and California State University, Sacramento (my MA alma mater) for introducing this basic strategy to me.

Time: The Spelling Transformers whole-class activity takes only a few minutes of concentrated instruction, a few times per week, over a five-week period.

I certainly agree with Dr. Shanahan that instructional time devoted to syllabication should be limited. Tim says,

In studies that found syllabication instruction to improve word recognition and reading comprehension, students received only 2-9 hours of teaching (yeah, even 2 hours of syllable training was beneficial).

Instructional Objectives: Students compare and contrast syllable patterns to read with automaticity by practicing syllable patterns in whole-class response.

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 both caught and taught, by using nonsense syllables in order to focus force students to analyze the phoneme-grapheme correspondences and not rely on previously orthographically mapped sight words. Note that I don’t find value in teaching the terminology (CVC, CVVC, etc.) of syllable types.

Materials/Preparation: The Spelling Transformers activity is designed to use the display projector. This instructional component is from my own comprehensive reading intervention program (promo below). Teachers and students love this fast-paced whole-class response activity. Download the entire five-week activity at the end of this article.

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The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted, sounds to print instruction and practice with the 5 Daily Google Slide Activities every grades 4-adult reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards, speech articulation songs, sounds to print games, and morphology walls. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Click the SCIENCE OF READING INTERVENTION PROGRAM RESOURCES for detailed program description, sample lessons, and video overviews. Click the links to get these ready-to-use resources, developed by a teacher (Mark Pennington, MA reading specialist) for teachers and their students.

Get the SCRIP Comprehension Cues FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

Get the Syllable Transformers FREE Resource:

Literacy Centers, Reading, Spelling/Vocabulary, Study Skills how to teach syllabication, how to teach syllables, how to teach word parts, Mark Pennington, morphemes, open and closed syllables, sight syllables, syllabication, syllabication techniques, syllable rules, syllable transformations, syllables, Teaching Reading Strategies, transformations, transformers

Top 40 Pronunciation Pet Peeves

We all know about President Trump’s mispronunciation of “Ji-nah” and his major oops referring to “Be-YONS-ee.” So as not to be partisan, Hillary Clinton had her problems saying the pop icon’s name as well. She called her BAY-on-say once on the campaign trail in Iowa. Former President George Bush, well known for his pronunciation gaffes, said it best, “I have been known to mangle a syllable or two myself.” He’s not alone; 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. Also, make sure to check out the Top 40 Grammar Pet Peeves and the Top 40 Vocabulary Pet Peeves. Find out all of your grammatical mistakes and the words you misuse before “You-Know-Who” points them out to you.

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]

The author, Mark Pennington has never mispronounced a word in his life 🙂

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

Comprehensive Vocabulary

Our pool of knowledge is built with words. Knowing the precise meanings of these words is crucial to developing academic vocabulary to think, read, and write well. Words build upon words. These foundations hold up houses and skyscrapers.

Since independent reading remains the chief vehicle that we use to access words, educators would be wise to focus on this point of access. Learning precise vocabulary is, of course, one of the keys to reading. The point of this article is that it is the precision of vocabulary words are the lower level gatekeepers  that allow readers access to the higher level thinking, reading, and writing skills.

However, some may be thinking… How can we be sure of precision when even the dictionaries disagree? Merriam-Webster defines precision as “the degree of refinement with which an operation is performed or a measurement stated”. Oxford Dictionary defines precision as “The quality, condition, or fact of being exact and accurate“. 

Others 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 meaning of the author’s words 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

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

*****

For full-year vocabulary programs which include multiple meaning words (L.4.a.), Greek and Latin morphology with Morphology Walls (L.4.a.), figures of speech (L.5.a.), words with special relationships (L.5.b.), words with connotative meanings (L.5.c.), and academic language words (L.6.0), check out the assessment-based grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary.

Get the Grades 4,5,6,7,8 Vocabulary Sequence of Instruction FREE Resource:

Get the Greek and Latin Morphology Walls FREE Resource:

Get the Diagnostic Academic Language Assessment FREE Resource:

Reading, Spelling/Vocabulary, Writing affixes, base words, Greek and Latin, Greek and Latin word parts, Mark Pennington, morphemes, prefixes, roots, semantic spectrums, syllable rules, syllables, Teaching the Language Strand, vocabulary, vocabulary flash cards, vocabulary flashcards, vocabulary skills, vocabulary worksheets, word lists, word parts