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LIPPINCOTT'S
HORN-ASHBAUGH
SPELLER
FOR GRADES ONE TO EIGHT
BY
ERNEST HORN, PH.D.
PROFESSOR OF EDUCATION AND DIRECTOR
OF THE UNIVERSITY ELEMENTARY SCHOOL
THE STATE UNIVERSITY OF IOWA
AND
ERNEST J. ASHBAUGH, PH.D.
ASSOCIATE PROFESSOR OF EDUCATION AND CHIEF OF THE
BUREAU OF EDUCATIONAL TESTS AND MEASUREMENTS
THE STATE UNIVERSITY OF IOWA
PHILADELPHIA, LONDON, CHICAGO
J. B. LIPPINCOTT COMPANY
COPYRIGHT, 1920, BY J. B. LIPPINCOTT COMPANY
PRINTED BY J. B. LIPPINCOTT COMPANY
AT THE WASHINGTON SQUARE PRESS
PHILADELPHIA, U. S. A.
PREFACE
It is the intention of the authors to include sufficient discussion
and directions to teachers so that this book may be taught with the
highest possible degree of efficiency. Under general directions to
teachers will be found a discussion of those points which concern all
teachers regardless of grade. In addition, preceding the word list for
each grade will be found supplementary directions to aid the teachers
in facing the problems peculiar to that grade.
Special attention is called to the elaborate provision for making the
pupil intelligent and responsible in his attack on his own spelling
problems. This result is achieved by the testing plan which discovers
to the pupil his deficiencies; by the standard scores which enable him
to compare his accomplishment with that of other children; by the
efficient method of study which is provided; and by the unusually
rigorous follow-up work given in the review lessons. The authors
therefore present this book to the pupils and teachers of the United
States as a contribution to the solution of the problem of developing
a nation of good spellers.
THE AUTHORS.
DECEMBER, 1920.
CONTENTS
PAGE
PREFACE iii
GENERAL DIRECTIONS TO TEACHERS vii-xiv
DIRECTIONS TO PUPILS xiv-xvi
DIRECTIONS TO TEACHERS OF GRADE I 2
WORD LIST, GRADE I 3-5
DIRECTIONS TO TEACHERS OF GRADE II 8
WORD LIST, GRADE II 9-14
DIRECTIONS TO TEACHERS OF GRADE III 16-17
WORD LIST, GRADE III 19-27
DIRECTIONS TO TEACHERS OF GRADE IV 30
WORD LIST, GRADE IV 31-40
DIRECTIONS TO TEACHERS OF GRADE V 42
WORD LIST, GRADE V 43-52
DIRECTIONS TO TEACHERS OF GRADE VI 54
WORD LIST, GRADE VI 55-64
DIRECTIONS TO TEACHERS OF GRADE VII 66
WORD LIST, GRADE VII 67-78
DIRECTIONS TO TEACHERS OF GRADE VIII 80
WORD LIST, GRADE VIII 81-95
DICTATION EXERCISES 97-105
LIPPINCOTT'S HORN-ASHBAUGH SPELLER
GENERAL DIRECTIONS TO TEACHERS.
=How the Teaching of Spelling May be Improved.=--The teaching of
spelling may be improved in three ways: first, by selecting a better
list of words for the pupil to study; second, by placing before the
pupils of each grade the words that are most appropriate for them; and
third, by introducing economical procedures in learning. The first is
the problem of the course of study; the second, the problem of
grading; and the third, the problem of method.
=The Vocabulary.=--To solve the first problem one must insure that the
pupils will study all words they are likely to use in life outside the
school. One must also insure that the pupils' time will not be wasted
through their being required to learn words which they will never use.
This problem has been solved for you by the authors of the text. The
vocabulary of the lessons is taken from a compilation which Doctor
Horn has made of ten scientific investigations of the words used in
writing letters. These investigations, taken together, represent the
careful analysis of over three-quarters of a million running words of
correspondence. If you will analyze one letter, you will see what a
very great amount of work these investigations have required. It seems
very unlikely that any word commonly and frequently used should have
been overlooked in all of these investigations.
These ten studies contain all of the information which is available at
the present time concerning what words are likely to be used in
writing letters. Accordingly, there is no word in this speller which
has not been reported in one or more of these investigations. In
addition, this vocabulary has been carefully compared with all of the
other types of reading and writing vocabularies.
Among these are the studies of children's themes, such as those by
Jones, by the teachers of New Orleans, Kansas City, and Richmond,
Virginia; the various studies of adult reading vocabularies, such as
those by Eldridge and Knowles, aggregating over 140,000 running words;
the studies of the vocabulary of school readers, such as those by
Packer, Housh, and Miller, aggregating over one-half million running
words. No word has been taken from these studies which did not occur
in the investigations of the vocabulary of personal and business
letters. On the other hand, these studies showed quite clearly that
the words found as the result of the analysis of three-quarters of a
million running words of correspondence are really basic in any
writing vocabulary.
If you will examine the book, you will see that most of the lessons are
numbered with arabic numerals. These lessons contain a minimum list of
3998 words found to be used most frequently. You will notice, also, that
beginning with grade three there are in each grade supplementary
lessons, marked S-1, S-2, etc. These lessons include 580 additional
words which are somewhat less frequently used. The supplementary lessons
are distributed by grades, so that pupils who finish the minimum work
for any grade will have additional lessons to study for the remainder of
the year. However, before undertaking these supplementary lessons, the
teacher should make sure that her pupils have learned thoroughly the
minimum list which contains the important words.
=Plan of Review.=--The provision for the complete elimination of
spelling errors is particularly efficient and thoroughgoing. Not only
are those words which most commonly give difficulty arranged for, but
the method of testing insures that each pupil will eliminate his own
peculiar errors. No pains have been spared to obtain this thoroughness
without wasting the pupils' time in mere routine review.
During the week in which each lesson is taught for the first time,
each pupil is tested three times on every word in the lesson. He
spends his time in concentrated attack on the words which have given
him difficulty. One month later this lesson is given as a test, and
the words missed by each pupil re-learned by him. At the end of the
week this lesson is again given as a test.
In addition, at the beginning of each grade above the first, the words
which have been previously taught, but which according to Doctor
Ashbaugh's investigation still give difficulty, are thoroughly
reviewed. Finally, in the seventh grade, the words which are most
frequently missed by grammar grade pupils are given additional review.
It must be kept in mind that these reviews are not haphazard, nor are
they a matter of guesswork. Each review list is made up on the basis
of the most careful scientific study of persistent errors.
=Grading.=--The lessons in each grade are those which the pupils in
that grade may most profitably study. The words have been graded in
the following manner: On the basis of Doctor Horn's compilation of
correspondence vocabularies, all of the 4578 words were ranked
according to the frequency with which they are used in correspondence.
On the basis of Doctor Ashbaugh's study of the difficulty of these
words in the various grades, the words were arranged in order of ease
of spelling. With these two sources of data, the lessons are arranged
so that in general the easiest words and those most commonly and
frequently used are placed in the lower grades. In addition, on the
basis of scientific analysis of the vocabulary of first, second, and
third readers, the authors determined which words occurred most often
in these readers. The words included in the lessons for the first
three grades are not only easy and fairly common, but are found also
in popular readers of the grades in which they are placed. For
example, the word "and" was found 23,773 times in the letters analyzed
in the various investigations upon which the book is based; and it is
misspelled by but four second grade children out of a hundred. It also
occurs in every one of ten commonly used first readers. Since it is
one of the very commonest words, is easy to spell, and is found in all
first readers, it is placed in the first list in the book. In a
similar way every lesson in the first three grades has been a matter
of computation. The lessons in grades above the third have been made
in the same careful fashion, except that occurrences in readers were
not taken into consideration. It is clear that the lessons increase
gradually in difficulty in each successive grade, and that a pupil who
is forced to leave school at the end of grade six or seven will have
learned the words which he is most likely to need in writing.
=Standard Scores.=--By means of standard errors at the close of each
lesson, the pupils and teachers may compare results with those of
other grades and with those obtained in the country at large. These
standards were taken from the Ashbaugh Scale and from a supplementary
study conducted by Doctor Ashbaugh and Doctor Horn to determine the
standards for words not included in the original scale. It must be
kept in mind that these standard errors are high, being the result of
the present unfavorable conditions of the teaching of spelling in the
country at large. They are used merely for the purpose of comparison.
The ideal to keep before your class is that they should learn their
lessons so that they will not misspell a single word, but this ideal
is intensified by the use of the standard errors.
=How to Teach the Lesson.=--Four points must be kept in mind as more
important than any others:
1. The teacher must test her pupils on each lesson before they begin
to study.
2. Each pupil should study only the words which he misspelled on the
test.
3. He must be taught an economical method of study.
4. He must see clearly what progress he is making.
Detailed suggestions for teaching the lessons are given in the
paragraphs which follow. These suggestions are based upon the
investigations reviewed by Doctor Horn in the Eighteenth Yearbook of
the National Society for the Study of Education. The method has been
tried out thoroughly in public school classrooms, and has proved
uniformly successful. Teachers are urged to follow it as closely as
possible. If, however, the teacher prefers another method of study,
she may use it. The book may be used with any method.
=Getting Started Right.=--The first few lessons may well be spent in
systematizing class procedure and teaching pupils how to study a
spelling lesson. Begin by pointing out the importance of spelling.
Give cases, if possible, where people have been discredited because of
spelling errors in letters. Discuss with the class how the words in
this book were selected, how the standard errors at the close of each
lesson were secured, and how the method of study was determined. The
pupils may now be introduced to the procedure which will be used in
conducting the spelling class, and to the method of study.
=Teaching Pupils How to Work.=--Many teachers have found the following
procedure very satisfactory. Have the pupils open their books at the
first lesson for their grade. Explain to them that a great many men
have spent much time and money in finding out the best way to learn to
spell, and that the method which is to be used is based on what these
men have recommended. Have the class read the directions to pupils
given on pages xiv-xvi. After the directions have been read, have
several pupils summarize them. When you have made sure that the class
has the main points clearly in mind, the actual work of habituating
the method may be begun. The first few lessons in each term should
consist of practice in the method of study. This practice should be
continued until you are satisfied that the pupils understand
thoroughly how to go about their work. Remember that even though
teachers in the preceding grades are using the method, there may be
pupils in your grade who are new to the system, as well as some who
have forgotten how to study. From the nature of the method, it is easy
to detect any child who is not using it. Insist that the correct
method be used from the outset. As soon as the pupils have learned the
method of study, the regular work of learning the lessons may begin.
=How the Lessons Should be Taught.=--The lessons are planned to be
completed in a week. A week's work, therefore, consists of twenty new
words and twenty review words except in grade one, where the week's
work consists of ten new words and ten review words. The following
schedule is recommended.
=Monday.=--The first step in teaching a lesson is an exercise in
pronunciation. Have the pupils open their books at the advanced
lesson. Pronounce each word, enunciating the syllables very
distinctly. Each word which in your judgment is not understood by the
class should be used in a sentence. All homonyms should be so used.
Have the pupils pronounce each word after you in concert, enunciating
the syllables very distinctly. Insist on careful pronunciation on the
part of every pupil.
This exercise precedes the spelling test because of the importance of
pronunciation in the method of study, and because of the probability
that this initial attention to the correct form of the word is
desirable. Since the pupils undoubtedly learn something as a result of
this exercise, they may be expected to make somewhat better scores
than those given in the book. These scores are the results of tests
given without such a preliminary exercise in pronunciation.
After all the words have been pronounced, have the pupils close their
texts and prepare papers for a written test. This test will include
the new lesson. It may be written on any sort of paper, the words
being written in columns of twenty to correspond to the arrangement of
the words in the book. Pronounce each word once only. Pupils should
write the words without hesitation. No alterations in the first
attempt at spelling the word should be allowed.
After the words have all been dictated, have the pupils exchange
papers for the purpose of correcting. Be sure that each pupil
understands that he is marking his neighbor's paper, so that errors
which have been made may be corrected. Instruct the class to mark a
word wrong if it is misspelled, if it cannot be read, or if any change
in the first attempt at spelling has been made. Be sure that each
pupil understands that, until he is able to write a word correctly the
first time, he has not sufficiently learned it.
The words may be corrected on the basis of the teacher's oral spelling
or by the book. Each word found to be misspelled should be marked
wrong by placing after it an =X=.
When the papers have been returned to the owners, each pupil should
write the correct form of the words which he has misspelled. The words
missed on the test will constitute his task for the week.
=Tuesday.=--On Tuesday the pupils study, each working on his own
errors and using the method recommended under directions to pupils.
Pupils who made no errors on the test may be excused from this study
period, but not from the succeeding test. It frequently happens that a
pupil will spell a word correctly on one test and misspell it on a
following test.
The teacher should closely supervise the pupils' study in order to
insure that proper methods of learning are used. She may also help to
direct the work of those who, having made no errors on the preceding
test, have been allowed to undertake some other task. The class should
not be tested on this day.
=Wednesday.=--Test on the new and on the review lesson. This review
lesson should consist of a lesson taught one month before. Since the
first four lessons in each grade are made up of words taught in the
preceding grade, these may well be used for the first month as review
lessons. The words may be corrected and the errors recorded as on
Monday. Compare the number of errors made on this test with those made
on the preceding test. This comparison will show the pupil what
progress he has made. The remainder of the period may be spent in
studying the words missed on this test.
=Thursday.=--Study as on Tuesday.
=Friday.=--Test on the new and on the review lesson, correct the
papers as on Monday, and spend the rest of the period studying the
errors made on this final test. Compare the number of errors made on
this test with the number made on the first and second tests. The
comparison gives the child a measure of accomplishment for the week.
The teacher should check this day's papers in order to have an
accurate record of the status of the pupils at the close of the week's
work. Many teachers have found it helpful to keep a chart of progress
on the blackboard.
=Individual Instruction.=--It is clear from the preceding directions
that the method of learning and the class administration are intended to
insure that each pupil will learn those words which give him difficulty,
and that he will, at the same time, progress at his own rate. With the
possible exception of the fact that only the commonly used words are
taught, this is the most important provision in the book.
=The Spelling Notebook.=--It has been found to be very helpful to have
each pupil keep a notebook in which to record words missed in the
various spelling tests or in papers written in connection with other
subjects. This notebook tends to make the pupil more conscientious
with regard to his spelling. It also gives him a record of his errors
so that when he has time for review work he can utilize it properly.
=The Problem of Interest.=--Teachers who have used the method which is
here recommended have been unanimous in reporting not only that the
pupils learned more rapidly, but also that they worked with greater
enthusiasm. This increased interest is secured without any use of soft
pedagogy. It comes from several sources. First, the pupils know that
the words in the book are those most commonly needed in writing.
Second, the pupils quickly see the advantage of centering their
efforts on words which they have actually missed. Third, by means of
standard scores they are enabled to compare their spelling ability
with that of children in other parts of the country. Fourth, they can
see what they are accomplishing. Fifth, these provisions make possible
the joy which comes from doing vigorously and thoroughly a clean-cut
task that needs to be done. These are the interests which appeal to
sensible men and women in life outside the school, and they have
proved sufficient for children. Many attempts have been made to
substitute devices for these wholesome and fundamental interests. Such
attempts not only fail in their purpose, but actually distract the
child's mind from the work he has to do. Sugar-coating inevitably
destroys the child's appetite for healthy vigorous work.
DIRECTIONS TO PUPILS
=Why These Words Should be Studied.=--One of the ways by which people
judge the writer of a letter is by the presence or absence of spelling
errors. Often a young man or young woman has failed to obtain a
desirable position because of spelling errors in a letter of
application. Even in the ordinary friendly letter, spelling errors
make a bad impression. The words which you are to learn from this
spelling book are the words which people most frequently use in
writing letters. Thousands of letters were read, and each word found
was recorded. This book, therefore, contains the words most commonly
used in writing, and does not contain any word which has not been
found in letters.
=How to Learn the Words.=--The first step in the study of each lesson
will be an exercise in pronunciation. Your teacher will pronounce each
word for you. Look at your book closely, noticing each syllable as she
pronounces it. When the teacher asks you to pronounce the word after
her, look at each syllable closely as _you_ pronounce it.
The second step in learning the lesson is the test. Write each word as
plainly as you can and without hesitation. The purpose of this test
is to see whether or not there are any words in the lesson which you
cannot spell. The words which you cannot spell will be your work in
spelling for the week.
If your teacher asks you to exchange papers for the purpose of
correcting them, be sure to do your work very carefully. If you fail to
mark a word wrong that has been misspelled, the pupil whose paper you
marked will not be able to know that the word should be studied, and so
will suffer an injury. On the other hand, it will be very confusing if
you mark a word wrong which is really correct. Mark any word wrong that
you cannot easily read; also any word if a letter has been written over
or a change made. Remember that the purpose of the test is to find out
which words need to be studied. The grades of the pupil whose papers you
correct are not affected in any way by your marking.
=The Meaning of "The Standard Number of Errors."=--The words in this
book have been given to a great many children in each grade in a number
of cities. In that way it was possible to find out the number of errors
which children of each grade ordinarily make. If you will compare the
number of errors which you make on the test with the number of errors at
the bottom of your lesson, you will be able to see how your spelling
compares with that of pupils in other parts of the country.
=How to Learn to Spell a Word.=--A great many men have spent much time
and money in finding out for you the best way to learn to spell. The
directions which follow are based on what these men have discovered.
1. The first thing to do in learning to spell a word is to pronounce
it correctly. Pronounce the word, saying each syllable very
distinctly, and looking closely at each syllable as you say it.
2. With closed eyes try to see the word in your book, syllable by
syllable, as you pronounce it in a whisper. In pronouncing the words,
be sure to say each syllable distinctly. After saying the word, keep
trying to recall how the word looked in your book, and at the same
time say the letters. Spell by syllables.
3. Open your eyes, and look at the word to see whether or not you had
it right.
4. Look at the word again, saying the syllables very distinctly. If
you did not have the word right on your first trial, say the letters
this time as you look sharply at the syllables.
5. Try again with closed eyes to see the word as you spell the
syllables in a whisper.
6. Look again at your book to see if you had the word right. Keep
trying until you can spell each syllable correctly with closed eyes.
7. When you feel sure that you have learned the word, write it without
looking at your book, and then compare your attempt with the book to
see whether or not you wrote it correctly.
8. Now write the word three times, covering each trial with your hand
before you write the word the next time, so that you cannot copy. If
all of these trials are right, you may say that you have learned the
word for the present. If you make a single mistake, begin with the
first direction and go through each step again.
9. Study each word by this method. Take special pains to attend closely
to each step in the method. Hard and careful work is what counts.
=Take Pains with Your Spelling in all Writing.=--Take pride in having
your compositions and letters free from spelling errors. When you are
in the slightest doubt as to how to spell a word, look it up in the
dictionary before you write it. When you have found the word in the
dictionary, learn it by the method by which you study your regular
spelling lessons. In a similar way, if you do make a mistake in
spelling in your compositions, learn the word which you misspelled by
this same method.
=Reviews.=--Whenever you have a few minutes after having prepared some
lesson, turn back to the errors which you have made on previous
spelling tests and spend some time going over the words which you
missed on those tests. Occasionally when you are at home, you will
find it interesting to have your mother or father or some friend test
you over all the words you have missed during the year. You should not
be satisfied until you can spell every word correctly.
=Notebook.=--Keep a spelling notebook. Whether your teacher requires
it or not, you will find it very much worth while to keep a spelling
notebook. In this you should record all words missed on any test or in
compositions which you write. If you find that you are frequently
missing a word, write it in a special list and review it frequently.
FIRST GRADE DIRECTIONS TO FIRST GRADE TEACHERS
The words in the lessons for first grade children are few in number and
relatively easy. You will notice that most of them are phonetic. Each
word has been found to be used in correspondence and in a majority of
first grade readers. This list is therefore particularly appropriate for
first grade children and may be easily learned by them. The authors
recommend that this work be begun in the second half year.
=Directions for Teaching.=--Read again the general directions on pages
vii to xvi, inclusive. In general the method used in grade one is the
same as that used in later grades. There are, however, certain
important differences. You will notice, for example, that first grade
lessons contain ten instead of twenty words. You will need also to
give more attention for the first two or three weeks to initiating
correct habits of study. Remember that teachers above grade one will
build upon habits which you initiate.
The words in the first grade list are very simple, so that there
should be no difficulty in learning to spell them. Neither should the
children have any difficulty in understanding any of the one hundred
fifty words.
=Directions for Schools in Which the Pupils do Not Write in Grade
One.=--The pupils in such schools should be taught to study according to
the first six directions given under How to Learn to Spell a Word, page
xv. The tests in these cases will have to be oral tests. Otherwise,
the methods recommended in the general directions may be used.
1 2 3 4
is be but that
and can dear to-day
are dog did up
day good do was
he my go an
in see his as
it she little big
me you look come
all book not for
at boy out get
Standard Number of Errors
I. ( ) I. ( ) I. ( ) I. ( )
II. 1 II. 1 II. 2 II. 2
III. 0 III. 1 III. 1 III. 1
5 6 7 8
hand old way gold
have on will hat
if one your her
into over away home
land run by how
last say cannot ice
let tell doing looking
like the down love
man this eat of
may tree give play
Standard Number of Errors
I. ( ) I. ( ) I. ( ) I. ( )
II. 2 II. 2 II. 3 II. 3
III. 1 III. 1 III. 1 III. 1
9 10 11 12
so us bee far
ten when call fat
thank wind cane five
them with cat from
then after coat gave
thing am cold girl
think apple corn going
three baby cow green
time bed each had
Standard Number of Errors
I. ( ) I. ( ) I. ( ) I. ( )
II. 3 II. 3 II. 4 II. 4
III. 1 III. 2 III. 2 III. 2
13 14 15 16
hard must school all
has night send be
hen no six see
just or snow not
live pig sun may
made playing they for
make put top in
milk red what do
mother ring wood so
much sat ran no
Standard Number of Errors
I. ( ) I. ( ) I. ( ) I. ( )
II. 4 II. 4 II. 4 II. 1
III. 2 III. 2 III. 2 III. 1
SECOND GRADE DIRECTIONS TO SECOND GRADE TEACHERS
The second grade list of words contains 340 new words in addition to
the review lessons, which include 80 of the most difficult first grade
words, and 60 of the homonyms which give the most trouble. The new
words are all words frequently used, are words which second grade
children can learn easily and, for the most part, are frequently found
in the second readers most commonly used. You will find that the
method outlined below will enable you to teach these words so that
your classes will make very nearly a perfect score on them.
=Directions for Teaching.=--Read again the directions for teaching as
given on pages vii to xvi. You will find it advisable to take some
time at the beginning of the term to teach pupils how to study. You
will still find it necessary to correct the papers yourself. You may
follow the same schedule as that outlined in the general directions.
Watch particularly for improper methods of study.
Second grade pupils should write their tests without hesitation and
with fair speed. Explain to the pupils with great care that letters
which are not made plainly will be counted wrong.
Remember that the lessons are arranged by weeks rather than by days.
The work for each week consists of one advance column and one review
column. The review column in each case is the fourth column preceding
the advance work. That is, it is made up of a week's work one month
old. For example, column 5 contains 20 new words to be learned in one
week. During the same week, column 1 should be reviewed. The lesson
for the first week consists of column 1, which is the advance lesson,
and of column R 1, which is the review.
R-1 R-2 R-3 R-4
dear sat top make
fat bee playing milk
cow baby came her
get has pig apple
some home give with
we looking had when
way love from down
run red far six
gold like call send
cat going ice school
cold corn thank live
or box put gave
them am fast snow
girl then by what
this eat made mother
three thing night after
ring much one just
cannot time bed hard
wind over sun wood
hat they must five
Standard Number of Errors
I. ( ) I. ( ) I. ( ) I. ( )
II. 5 II. 6 II. 7 II. 8
III. 3 III. 3 III. 3 III. 4
1 2 3 4
ask forget ear year
back fun days ago
best grass sing door
bill happy doll got
black hay hope May
blow hill grow bad
bring him boys ball
butter hot fly bank
cake inside hands bell
cap its pink end
child joy dry foot
cup keep times free
cut kind string king
ever kiss bread letter
face late needs most
farm lay rise same
feet left skin ship
fill light cry till
fish low story yet
food meat tall about
Standard Number of Errors
I. ( ) I. ( ) I. ( ) I. ( )
II. 8 II. 8 II. 7 II. 6
III. 4 III. 4 III. 3 III. 3
5 6 7 8
more said very beside
morning sand wall better
Mr. sent want bird
name side war blue
never sister week brother
nine small well calling
now stand west mild
off standing where care
once state why city
papa stay win cook
part sweet wish cover
pen take work cream
place telling yes dark
poor there afternoon deep
rain to any dinner
read told around drive
rest took barn drop
rich town bear dust
ride two became east
room under become even
Standard Number of Errors
I. ( ) I. ( ) I. ( ) I. ( )
II. 8 II. 8 II. 9 II. 10
III. 4 III. 4 III. 5 III. 5
9 10 11 12
eye large pick sold
fall life pine son
fell lived plan song
felt lives river soon
find long road spring
fine longer rock step
flat looked rose stop
found mine sad store
four Miss saw such
gate mud saying summer
glad myself seed supper
gone near seen table
gray now sell thin
head nice set thinking
hear noon sheep to-night
help oh shop too
here older show trust
hold open sleep upon
house our slow walk
hunt outside soft water
Standard Number of Errors
I. ( ) I. ( ) I. ( ) I. ( )
II. 10 II. 10 II. 10 II. 10
III. 5 III. 5 III. 5 III. 5
13 14 15 16
went bright fellow market
were bringing fire master
while buy first meal
who children flower meet
wide clear frost met
wife clock gather might
window close given mind
winter coming glass move
without cool ground nap
air could hang neck
alive dance held next
also die horse north
asleep done June nothing
ate pale know other
been dress lady pass
behind every leave goats
bid fair leg right
bit farmer lift round
boat father loved rush
both feed many seven
Standard Number of Errors
I. ( ) I. ( ) I. ( ) I. ( )
II. 12 II. 12 II. 12 II. 12
III. 6 III. 7 III. 7 III. 7
17 18 19 20
shall to seen oh
short way him wood
shut we hay blue
sick dear rain hear
sit some can't fair
something ring here might
sound ball there new
south bee son buy
start May too know
stick bad bear meet
still red two right
stood one low road
street by sell die
taken made ate done
taking sun very flower
teach feet read air
then Miss our be
these do four bread
true sent gray needs
try week meat not
Standard Number of Errors
I. ( ) I. ( ) I. ( ) I. ( )
II. 12 II. 6 II. 9 II. 12
III. 7 III. 3 III. 5 III. 7
THIRD GRADE DIRECTIONS TO THIRD GRADE TEACHERS
The advance lessons, numbered 1 to 28 inclusive, contain a minimum
list of 528 new words. The supplementary list contains 80 words, which
although easy to spell are not so frequently used in writing letters
as are the words of the minimum list. This supplementary list is meant
for those schools which because of the long school term or for other
reasons, finish the minimum list before the end of the term or year.
The lessons marked R-1, R-2, R-3, R-4, are made up of the eighty words
taught in preceding grades, but which still give considerable
difficulty to third grade children. They should be thoroughly mastered.
=Directions for Teacher.=--For the first few lessons direct your
attention to systematizing class procedure and to teaching pupils how
to study effectively. Read carefully again the suggestions on pages
vii to xvi.
Pupils in the third grade should be able to make their own corrections
so that time may now be saved by having the pupils exchange papers
during the first two tests. The teacher should continue to correct the
papers written on the final test. The following suggestions will be
helpful in getting the cooperation of pupils. After the papers have
been exchanged say, "In writing, it is important not only that you
know how to spell, but also that you make your letters so that the
person who reads your paper can tell easily what you have written.
This is the reason that I have asked you to exchange papers. Many
people write so that certain letters cannot be told from other
letters. This is true of z, g, and y; o and a; t and l; n and u; h and
k. When you correct papers and cannot tell which of two letters the
writer intended, mark the word wrong. Also mark it wrong if a letter
has been written over or a change made. Words should be learned so
that they will be written correctly without hesitation the first time.
Any word which has not been learned so that it may be written
correctly the first time should be studied again.
"Remember that the purpose of this test is to find out which words need
further study. It does not affect your grades. You will do the pupil
whose paper you have a favor by marking his errors so that he may
correct them. Mark each error by placing after it a cross--so (x)."
Pupils should keep a special list of words which they have missed in
their compositions. These words should be studied by the same method
used in studying the regular spelling lesson. Such words will not be
taken up, however, in the regular lessons.
Remember that the lessons are arranged by weeks rather than by days.
The work for each week consists of one advance column and one review
column. The review column in each case is the fourth column preceding
the advance work. That is, it is made up of a week's work one month
old. For example, column 5 contains 20 new words to be learned in one
week. During the same week, column 1 should be reviewed. The lesson
for the first week consists of column 1, which is the advance lesson,
and of column R 1, which is the review.
R-1 R-2 R-3 R-4
dark meal also five
fair market held shed
feed leave nap leg
June gather sound might
sit air these frost
nothing alive lift shall
nor street hope white
saying stick buy looked
step something neck taken
drop took next loved
dress master short than
road glass such hang
ground both right pass
given been move asleep
other behind mind fellow
bit bright met small
beside lady done farmer
became walk seven know
gray try fire bringing
water thinking rush taking
Standard Number of Errors
II. 6 II. 7 II. 7 II. 8
III. 3 III. 3 III. 3 III. 4
IV. 1 IV. 1 IV. 1 IV. 2
1 2 3 4
tone banks toy bay
blush yours age cent
cramp tan being grade
goods bag lot Monday
tub line pay pie
blot dine seeing pin
cards guns along stove
cars map aside trip
cave bind band bat
chase girls belong blank
darn save game car
hook kinds hall card
keg bath lake date
lip lap lost hog
yell lock mad kid
pave weeks March landing
peck fool nut mail
plants salt oil mark
sole near-by silk net
split plans singing park
Standard Number of Errors
II. 4 II. 8 II. 8 II. 9
III. 2 III. 4 III. 4 III. 5
IV. 1 IV. 2 IV. 1 IV. 2
5 6 7 8
horn sport page rent
looks Sunday paper spell
dig tent plate post
gives working price thanking
pant able spent train
mouse arm walking add
shore art willing bean
tall bake within bet
bless born yard bunch
fond faster added cane
showing finding asking cash
mat forgot below cattle
pipe form blame clay
books grand camp colder
tender helping cast cooking
steam hit Christmas cord
roar ill class farming
star kill clean list
tool mill cost lunch
bone note danger paying
Standard Number of Errors
II. 9 II. 10 II. 11 II. 11
III. 5 III. 5 III. 6 III. 6
IV. 2 IV. 2 IV. 3 IV. 3
9 10 11 12
ink drum lump rice
inch egg mate rug
print feeding mouth slip
brand finger number smart
tenth fit order spelling
tip forgive ours stamp
plow Friday pole test
wake fur porch washing
whenever glee race wishing
wild goat rate belt
fort grant reading grape
peach heat real eve
sin holding report glove
wool hour saved job
sum however seat lace
rail hunting shot law
sack July sink mend
rank kindly sort ranch
brick larger spot roll
write luck stone self
Standard Number of Errors
II. 11 II. 12 II. 12 II. 12
III. 7 III. 7 III. 7 III. 8
IV. 3 IV. 3 IV. 3 IV. 4
13 14 15 16
wash rather teacher birthday
wet full tie bite
slide strong whatever block
stock hug across body
swell strange again dig
trade draw ahead boxes
wheel lines alone broke
word candy always brought
drew sail another called
shows drink apart case
blood goes April catch
lots comes asked chair
grapes pile aunt check
forms dare badly church
mix means basket cloth
rub shake beat clothing
sake swing because club
maid hide beg coal
sweep desk begin contest
fry wants bench corner
Standard Number of Errors
II. 13 II. 13 II. 13 II. 13
III. 8 III. 8 III. 8 III. 8
IV. 4 IV. 4 IV. 4 IV. 4
17 18 19 20
count garden killed own
cross gift later pack
darling grandma least pain
dead great less party
deal soda lie passing
dearly hair lovely past
December half making picking
deed happen matter please
died harder mean plum
early hardly miss pocket
eighth having money point
enter hearing nearly pound
evening apples shame pure
fear herself need queen
fight high nobody rabbit
file himself none reach
floor hole nor riding
flour hundred nose rolling
forest indeed oats roof
forth jump only row
Standard Number of Errors
II. 13 II. 13 II. 13 II. 13
III. 8 III. 8 III. 8 III. 8
IV. 4 IV. 4 IV. 4 IV. 4
21 22 23 24
safe alike those hour
seem white thought mail
sending pork thus write
shade yellow tiny flour
shape yourself twenty eight
shoe shoot warm weak
sight spite washed sole
silver swim weak ours
sir things which past
sorry gay wonder their
space grave erect beat
spend golden worked pain
spending sharp world flower
spoke smell woven hall
storm smile yesterday maid
sunshine stir above sum
talk boy act real
talking drawn almost ate
teeth blanket anything cent
their feather before need
Standard Number of Errors
II. 13 II. 13 II. 14 II. 13
III. 8 III. 9 III. 9 III. 8
IV. 4 IV. 4 IV. 4 IV. 4
25 26 27 28
feast fix quilt sent
men figs rag fur
moon kept rid real
mile lamp sauce sail
plant pan speech roll
bags soul spoon sour
beans spoil steak stain
dish truth straw boy
lead wed vines died
hogs roots worms forth
crutch bare ants great
prune fought bark mid
smoke blight bend bus
spray led bills dirt
tea comb breath hair
thanks farms fields choose
sea eggs bud lie
laugh lawn lend seem
knee miles hills taste
pears pail key skip
Standard Number of Errors
II. 12 II. 15 II. 15 II. 15
III. 7 III. 10 III. 10 III. 10
IV. 3 IV. 5 IV. 5 IV. 5
S-1 S-2 S-3 S-4
cab pet asks trick
cape heal bald mumps
bug heel pails takes
dull hens blind bedtime
fold grin crack pants
poem pour bush hilly
gun pray bull flight
kick hose cords houses
scratch pond cuff postman
mop twin dusty hoarse
nail make dwell hopes
pint rode drag knife
ties loaf drown greet
push loop desk lamps
rope root plush makes
split scar sadly gloves
mob tuck scalp gentle
nod moth roses glance
pad oars glue manly
rob weed grab shelf
Standard Number of Errors
II. 15 II. 15 II. 15 II. 15
III. 10 III. 10 III. 10 III. 10
IV. 5 IV. 5 IV. 5 IV. 5
FOURTH GRADE DIRECTIONS TO FOURTH GRADE TEACHERS
The advanced lessons numbered 1 to 32 inclusive contain 620 new words.
The supplementary list containing 80 new words is meant for schools
which because of the long term or for other reasons, finish the
minimum list of words before the end of the year. The lessons marked
R-1, R-2, R-3, R-4, are made up of the 80 words in the third grade
list which are most commonly misspelled by fourth grade children.
These 80 words should be thoroughly mastered. There are also reviewed
20 homonyms which commonly are confused by children of this grade.
=Directions for Teaching.=--Read the preface and study with particular
care the suggestions given on pages vii to xvi. It would be well also
to read the suggestions to first, second and third grade teachers. You
will need to supervise the correction of papers by pupils very closely.
Remember that the lessons are arranged by weeks rather than by days.
The work for each week consists of one advance column and one review
column. The review column in each case is the fourth column preceding
the advance work. That is, it is made up of a week's work one month
old. For example, column 5 contains 20 new words to be learned in one
week. During the same week, column 1 should be reviewed. The lesson
for the first week consists of column 1, which is the advance lesson,
and of column R 1, which is the review.
R-1 R-2 R-3 R-4
ranch herself check pound
movement rabbit file roof
badly shame garden sending
before those himself shade
lie lovely lace silver
nor need miss spoke
past rolling only stock
beg seem tiny trade
corner beg which begin
cast bench across darling
least bite act deed
slide drew beat feeding
fear flour belt fit
gift forth called goat
indeed happen cloth soda
roll killed club jump
almost none hundred mend
anything their list pack
enter woven matter queen
spend brick nearly rank
Standard Number of Errors
III. 12 III. 10 III. 10 III. 6
IV. 6 IV. 5 IV. 5 IV. 3
V. 2 V. 2 V. 2 V. 1
1 2 3 4
Jan. October brush kitten
Nov. oven burn leader
banker printed carpet lover
delay soil cleaning liver
Feb. remove counting lumber
goldfish snowed dandy mailed
overcoat snowing depend enroll
Sat. stage dollar nation
worker tank dresser office
officers teaching fence outfit
overlook Tuesday fifty paint
backing yearly football banking
covering dislike friend stated
Dec. scratch garment proper
fishing agree handed sixty
grove Aug. heating rained
handy belonging homesick recall
longest board inches recover
maker boss January remark
Oct. bother kinder renter
Standard Number of Errors
III. 6 III. 7 III. 8 III. 8
IV. 3 IV. 4 IV. 4 IV. 4
V. 1 V. 1 V. 2 V. 2
5 6 7 8
reader sample fork know
adding sickness ham speak
size railroad rule blew
rust post card Mrs. wheat
likely some one pair third
skate speaker use easy
soap starting quick earth
press staying wear twice
tire unable sure music
ten wanting trunk moved
wire leaving turn wagon
zone driver news visit
neat marking fail wanted
witch display grain thick
best straight few watch
cedar anyone lead sugar
term rushed march does
draft largely used worth
per understanding wise would
inclosed alley crop young
Standard Number of Errors
III. 8 III. 8 III. 10 III. 10
IV. 4 IV. 4 IV. 5 IV. 5
V. 2 V. 2 V. 2 V. 2
9 10 11 12
simple heard granted should
carry patch seventh sirs
learned chop raining export
Sept. heap raised suffer
shortly stunt rubber paid
invited front sofa ends
cared velvet dressed hoops
lone dearest goose tear
drill render death rates
drug thread protest grandpa
fruit brain cleaner tooth
tile ocean trace clip
dream rented chart beach
leaves ford dozen giving
pride lame packing charge
renew tend month opens
grown sixth wedding steamer
partly temple cheer event
pencil handle damp soup
eighty folder removed couch
Standard Number of Errors
III. 10 III. 10 III. 10 III. 10
IV. 5 IV. 5 IV. 5 IV. 5
V. 2 V. 2 V. 2 V. 2
13 14 15 16
started battle gladly classes
bought island team filling
branch sooner content match
thankful lesson pillow closed
change mamma travel seventy
country mighty booklet track
printing moment center behalf
feeling strongest newspaper calf
harvest oldest prevent cotton
somewhere unless treat grew
finish trying former inspect
welcome o'clock mostly postage
ready opening range pump
township walked awhile coast
everyone people growing holder
bathroom person keeping western
weather picture bottle army
together getting provide leather
everything good-night bushel merry
understand September quart noise
Standard Number of Errors
III. 10 III. 10 III. 10 III. 11
IV. 5 IV. 5 IV. 5 IV. 5
V. 2 V. 2 V. 2 V. 2
17 18 19 20
station member company income
brown wrote return bankers
funny agent answer bookcase
twelve sometime pleased reports
coffee between remain teapot
filled follow enough undress
noted uncle amount waken
plain build doctor pancake
mailing county meeting papers
otherwise payment fact plaster
somewhat whole chance defeat
itself building learn inclose
pull study November mess
kindness vote present pulse
bleed heavy pretty rake
hate trusting since slice
labor Thursday through toast
reached chicken busy frozen
largest selling guess bloom
scout ticket waited climb
Standard Number of Errors
III. 11 III. 11 III. 11 III. 11
IV. 5 IV. 5 IV. 6 IV. 6
V. 2 V. 2 V. 3 V. 3
21 22 23 24
expert fade saving gallon
poorly knock thousand stair
tax whip value excuse
turkey causes request iron
understood storage afraid exchange
zero sudden suit demand
absent noisy hotel hurry
moving enclosed idea sale
named ugly program figure
rack windy among inform
retail impress fully returned
sock orders August wonderful
chapter prison cause nicely
dread replied vacation auto
household charges serve valued
leaf cracker thirty wished
cloudy cupboard intend kitchen
dispose dishes anyway sheet
farther distant everybody duty
packed eleven hurt plenty
Standard Number of Errors
III. 11 III. 12 III. 12 III. 12
IV. 7 IV. 7 IV. 7 IV. 7
V. 3 V. 3 V. 3 V. 3
25 26 27 28
rip cheek respect fancy
steel delight voter located
chill awake single talked
joined repair anywhere dealing
kisses living fresh lower
knowing power higher bonnet
reported smaller officer spread
retain nature raw running
treated changed title branches
French contain improve broken
jar monthly deliver greater
learning gain liberty provided
seal court proud afterward
lamb kindest failed anyhow
snap offering chain elect
strongly meantime cleaned gown
froze wrong dated greeting
junk grind produce honest
ordering share bugs lung
circus extent locate remind
Standard Number of Errors
III. 12 III. 12 III. 12 III. 12
IV. 7 IV. 7 IV. 7 IV. 7
V. 3 V. 3 V. 3 V. 3
29 30 31 32
owe male gem plain
worm most tail per
earn melt task board
yoke mode tape size
pearl mood lack haul
offer rural thrown tax
years pear through wrote
heart peas toe build
often mouse legal whole
shirt pests tore cast
hoped sales trim stair
firms scold mental sale
bail seek urged beet
marry shell vest pair
rainy sneeze booster wear
silly path wipe knew
fudge jelly yield blew
broad staid manual would
shine stoves boost lone
equal stuck walnut grown
Standard Number of Errors
III. 12 III. 13 III. 15 III. 11
IV. 7 IV. 8 IV. 9 IV. 5
V. 3 V. 4 V. 5 V. 2
S-1 S-2 S-3 S-4
shirts tempt ages jolly
muddy boy's alarm layer
skim charm amuse breast
sky faith bitter mince
slap yards blanks legging
slick bead brine dean
stack grate cabin oyster
stands socks pages pantry
steep dates Co. parade
sting yarn drift player
stool wring dies wave
stoop limp empty polish
strip states escape puzzle
stump stretch floss rules
tack bruise strap saucer
tag wreck frank scream
tease peep haul screen
tune peak heaven stag
ways sketch lard steal
words tact lean eighth
Standard Number of Errors
III. 10 III. 13 III. 15 III. 15
IV. 5 IV. 8 IV. 9 IV. 10
V. 2 V. 4 V. 5 V. 5
FIFTH GRADE DIRECTIONS TO FIFTH GRADE TEACHERS