SVUSD Spelling: Grade 6

SVUSD Spelling: Grade 5 Lesson 1
Generalization: Introduced Reviewed Extended (Gr. 5)
Introduced in Grade 1, Lesson 4
Developmental Stage: Within Word
Generalization: Review of Short Vowels
In one syllable words with a CVC or VC pattern and closed syllables with VCCV
syllable juncture pattern, the vowel sound is usually short.
Links to Additional Resources
Words Their Way: Word Sort 1-21,26-28,31-32,37,39,89,91
Extra Lists page 365-368
Structural Analysis Continuum:
None
Generalization Assessment:
branch thumb feather language microscopic
sketch poverty closet presidential constitution
High Frequency Words:
answer, perhaps, animal, language, several, sentence, whether, everything, everyone,
themselves, happened, together, friend, example, problem, question, heavy, system,
weather, already, instead, remember, little, children, picture, distance, simple, which,
until, different, often, thought, bottom, gone, possible, probably, hundred, number,
understand, suddenly
Commonly Misspelled Words:
happened, everybody, everyone, friend, themselves, different, until, probably

SVUSD Spelling: Grade 5 Lesson 2
Generalization: Introduced Reviewed Extended (Gr. 5)
Introduced in Grade 1 , Lesson 4
Developmental Stage: Within Word
Generalization: Review of Long Vowels (a and e)
Long vowel sounds are those that produce the sound of the letter’s name as in make, read,
bike, boat, tune. Syllables with long vowel sounds are often marked by two vowels and
usually follow a CVCe or a VCV pattern. Open syllables with a V/CV juncture produce a
long vowel sound.
Links to Additional Resources
Words Their Way: Word Sort 21-30
Extra Lists page 369-370
Structural Analysis Continuum:
None
Generalization Assessment:
range display teacher nature Wednesday
between great crayon kneading achievement
High Frequency Words:
change, able, great, complete, really, either, leaves, least, these, before, because
Commonly Misspelled Words:
maybe, they, really, because, believe, decided

SVUSD Spelling: Grade 5 Lesson 3
Generalization: Introduced Reviewed Extended (Gr. 5)
Introduced in Grade 1 , Lesson 4
Developmental Stage: Within Word
Generalization: Review of Long Vowels (i,o,u)
Long vowel sounds are those that produce the sound of the letter’s name as in make, read,
bike, boat, tune. Syllables with long vowel sounds are often marked by two vowels and
usually follow a CVCe or a VCV pattern. Open syllables with a V/CV juncture produce a
long vowel sound.
Links to Additional Resources
Words Their Way: Word Sort 30-42
Extra Lists page 370-372
Structural Analysis Continuum:
None
Generalization Assessment:
strike huge notice grown molecule
chose describe bruise height disguise
High Frequency Words:
while, light, idea, size, quite, right, follow
Commonly Misspelled Words:
know, whole

SVUSD Spelling: Grade 5 Lesson 4
Generalization: Introduced Reviewed Extended (Gr. 5)
Introduced in Grade 4, Lesson 13
Developmental Stage: Within Word
Generalization: Words with the /j/ sound
When the /j/ sound at the beginning of a word or syllable is followed by e, i, or y (ginger,
gypsum) the sound is represented by the consonant g. When the /j/ sound follows a long
vowel sound (cage) it is represented by the letters –ge. When the /j/ sound follows a short
vowel sound (lodge) it is represented by the letters dge.
Links to Additional Resources
Words Their Way: Word Sort 54
Extra Lists page 374
Structural Analysis Continuum:
None
Generalization Assessment:
giant edge oblige gypsy legislature
stage imagine badge knowledge gymnastics
High Frequency Words:
change, large
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 5
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade 1, Lesson 4
Developmental Stage: Within Word and Syllable and Affixes
Generalization: Review of Long Vowels (/u/)
Long vowel sounds are those that produce the sound of the letter’s name as in make, read,
bike, boat, tune. Syllables with long vowel sounds are often marked by two vowels and
usually follow a CVCe or a VCV pattern. Open syllables with a V/CV juncture produce a
long vowel sound.
Links to Additional Resources
Words Their Way : Word Sort 39-42
Extra Lists page 372
Structural Analysis Continuum:
None
Generalization Assessment:
use huge suit consume molecule
knew salute humor bruise shrewd
High Frequency Words:
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 6
Generalization: Introduced Reviewed Extended (Gr. 5)
Introduced in Grade 3 , Lesson 26
Developmental Stage: Syllables and Affixes
Generalization: Compound Words
A compound word is a word formed from two or more smaller words. The meaning of a
compound word is related to the meaning of the smaller words within itl. There are three
types of compound words:
•closed: the smaller words form one whole word (baseball)
•open: the smaller words are separated by a space (milk shake)
•hyphenated: the smaller words are joined by a hyphen (tweny five)
Infrequently, a letter may be dropped in forming a compound word (almost, also).
Do not leave out a letter when the last and beginning letters of the smaller words are the
same (roommate).
Links to Additional Resources
Words Their Way: Word Sort 71
Extra Lists page
Structural Analysis Continuum:
None
Generalization Assessment:
baseball homework breakfast downstairs first aid
weekend granddaughter chalkboard ninety-nine counterclockwise
High Frequency Words:
Commonly Misspelled Words:
everybody

SVUSD Spelling: Grade 5 Lesson 7
Generalization: Introduced Reviewed Extended (Gr. 5)
Introduced in Grade 2 , Lesson 30, Reviewed in Grade 3, Lesson 25
Developmental Stage: Syllables and Affixes
Generalization: Plurals
The most common way to form a plural is t add ‘s’ to the singular form of the noun. In
words thqat end with consonant – ‘y’, change ‘y’ to ‘i’ and then add ‘es’.
Plurals are formed with vowel ‘y words by adding ‘s’.
Links to Additional Resources
Words Their Way: Word Sort 64, 81
Extra Lists page 375
Structural Analysis Continuum:
None
Generalization Assessment:
cities families knives libraries larvae
halves potatoes countries parentheses crisis
High Frequency Words:
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 8
Generalization: Introduced Reviewed Extended (Gr. 5)
Introduced in Grade 4 , Lesson 8
Developmental Stage: Syllables and Affixes
Generalization: Review of Open and Closed Syllables VCCV and VCV
Open syllables typically end with a long vowel sound.
Closed syllables end with a consonant and have a short vowel sound.
The syllable break (juncture) in VCCV spelling patterns occurs between the two and
double consonants (sur-vive and ap-pear). The syllable juncture in VCV spelling patterns
is sometimes before the consonant and sometimes after depending on whether the syllable
is open (bro-ken) or closed (wag-on).
Links to Additional Resources
Words Their Way: Word Sort 72-75
Extra Lists page 377
Structural Analysis Continuum:
None
Generalization Assessment:
expert never enough certain sedentary
pretty welcome stomach moccasin scaffold
High Frequency Words:
until, different, favorite, finally, probably
Commonly Misspelled Words:
until

SVUSD Spelling: Grade 5 Lesson 9
Generalization: Introduced Reviewed Extended (Gr. 5)
Introduced in Grade 3, Lesson 22-23, Reviewed in Grade 4, Lesson 4
Developmental Stage: Syllables and Affixes
Generalization: Adding Endings to Closed and Open Syllables
Closed Syllables: Double the final consonant before adding a suffix when the word is a
single-syllable word or when the last syllable is stressed, (sad-sadden, omit-omitted). Do
not change the root word before adding a suffix if the word ends in a consonant blend or
digraph or if the first syllable is stressed (dust-dusting, watch-watched, gossip-gossiped).
Open Syllable: Drop the final e before adding a suffix that begins with a vowel (slidesliding).
Links to Additional Resources
Words Their Way: Word Sort 69, 76
Extra Lists page
Structural Analysis Continuum:
None
Generalization Assessment:
running sliding traveling attached surprised
dusting forgetting moping starred preferred
High Frequency Words:
Commonly Misspelled Words:
getting, happened, believed

SVUSD Spelling: Grade 5 Lesson 10
Generalization: Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
Developmental Stage: Syllables and Affixes
Generalization: Stress in Homographs
Homographs are words that have the same spelling but different meanings and
pronunciations. In two-syllable homographs, nouns typically have a stress on the
first syllable and verb on the second.
Note: Dictionaries generally list homographs as separate entries with superscripts
Links to Additional Resources
Words Their Way: Word Sort 83
Extra Lists page
Structural Analysis Continuum:
Grade None
Generalization Assessment:
address subject produce extract invalid
permit present transfer alternate progress
High Frequency Words:
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 11
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: Stress in VCV Words
In words with the VCV spelling pattern, the first syllable usually stressed unless it is a
prefix. in these cases the stress is usually on the second syllable.
Links to Additional Resources
Words Their Way : Word Sort 73-75
Extra Lists page
Structural Analysis Continuum:
None
Generalization Assessment:
pilot silent because require receipt
defend manage promise vegetable sabotage
High Frequency Words:
below, because
Commonly Misspelled Words:
believe and because

SVUSD Spelling: Grade 5 Lesson 12
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: Stress in VCCV Words
In words with the VCCV spelling pattern the first syllable is usually stressed when the
word is a noun or an adjective. The stress is usually on the second syllable when the word
is a verb or a word root (scribe, duct).
Links to Additional Resources
Words Their Way : Word Sort 85-86
Extra Lists page
Structural Analysis Continuum:
None
Generalization Assessment:
offer children although excuse persuasion
disturb tissue signal carnivorous candidacy
High Frequency Words:
common, person, children
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 13
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: Stress in Three Syllable Words
In a three syllable words, the first syllable is usually stressed unless it is a prefix. Close
attention to the unstressed syllable or syllables is beneficial when studying the spelling of
three syllable words, as is careful examination of the roots and affixes of these words.
Because there are often many different ways to spell certain vowel patterns, particular
attention must also be paid to this feature of words.
Links to Additional Resources
Words Their Way : Word Sort 87
Extra Lists page
Structural Analysis Continuum:
None
Generalization Assessment:
yesterday deliver another favorite beautiful
animal important sincerely government recommend
High Frequency Words:
probably, another
Commonly Misspelled Words:
favorite, different, probably

SVUSD Spelling: Grade 5 Lesson 14
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: R-Controlled Vowel Patterns in the Stressed Syllable (are, air, ar/er
and er, ear, ir, ur)
Vowel sounds vary noticeably as an effect of the consonant units that surround them.
Some consonants influence vowels more than others. The influence of ‘r’ is the most
radical.
Links to Additional Resources
Words Their Way : Word Sort 95
Extra Lists page 379
Structural Analysis Continuum:
None
Generalization Assessment:
beware harbor nervous service rehearse
early despair startled austere prairie
High Frequency Words:
certain
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 15
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: R-Controlled Vowel Patterns in the Stressed Syllable (ear, eer, ere,
or, oar, our)
Vowel sounds vary noticeably as an effect of the consonant units that surround them.
Some consonants influence vowels more than others. The influence of ‘r’ is the most
radical.
Links to Additional Resources
Words Their Way : Word Sort 95
Extra Lists page 379
Structural Analysis Continuum:
None
Generalization Assessment:
dirty borrow source fortune surgeon
hurry admire surely sirloin forfeit
High Frequency Words:
order, course
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 16
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade3, Lesson 32
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: R-Controlled Vowel Patterns in the Final Unstressed Syllable –
Vowel Pattern /er/
Vowel sounds vary noticeably as an effect of the consonant units that surround them.
Some consonants influence vowels more than others. The influence of ‘r’ is the most
radical.
Links to Additional Resources
Words Their Way : Word Sort 78 & 79
Extra Lists page 378
Structural Analysis Continuum:
None
Generalization Assessment:
cheaper dollar scholar narrator similar
actor plumber circular cylinder endeavor
High Frequency Words:
answer
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 17
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: R-Controlled Vowel Patterns in the Final Unstressed Syllable –
Vowel Pattern /-ure/
Vowel sounds vary noticeably as an effect of the consonant units that surround them.
Some consonants influence vowels more than others. The influence of ‘r’ is the most
radical.
Links to Additional Resources
Words Their Way : Word Sort 96
Extra Lists page 378
Structural Analysis Continuum:
None
Generalization Assessment:
future injure pressure pleasure seizure
pitcher culture figure sculpture literature
High Frequency Words:
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 18
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: Final Unstressed Syllable – Vowel Patterns -/ij/,/is/
In the final unstressed syllable there are often multiple spellings for one pattern sound.
Links to Additional Resources
Words Their Way : Word Sort 56, 80
Extra Lists page
Structural Analysis Continuum:
None
Generalization Assessment:
image necklace language justice knowledge
edge courage marriage selvedge porpoise
High Frequency Words:
language
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 19
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade4, Lessons 11&12
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: Final Unstressed Syllable – Vowel Patterns (‘l, schwa l)
In the final unstressed syllable there are often multiple spellings for one pattern sound.
Note: Words ending with (al) tend to be adjectives. When deciding between (el) or (le), it
is useful to know that many more words end with (le) than (el).
Links to Additional Resources
Words Their Way : Word Sort 77
Extra Lists page 378
Structural Analysis Continuum:
None
Generalization Assessment:
final angel mobile channel scoundrel
civil hospital whistle individual principal
High Frequency Words:
several, animal, table, people, example
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 20
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade4, Lessons 15
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: Final Unstressed Syllable – Vowel Patterns (‘n, schwa n)
In the final unstressed syllable there are often multiple spellings for one pattern sound.
Helpful hint: Most verbs and adjectives end with (en). If the word is a noun (on) should
be a first consideration.
Links to Additional Resources
Words Their Way :
Structural Analysis Continuum:
Word Sort
Extra Lists page 379
None
Generalization Assessment:
bacon human listen orphan chieftain
happen bargain pumpkin lengthen squadron
High Frequency Words:
certain, again, common, person, open, children
Commonly Misspelled Words:
again

SVUSD Spelling: Grade 5 Lesson 21
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lessons
(if a Review or Extend Generalization)
Developmental Stage: Derivational Relations
Generalization: Silent/Sounded Consonants
Silent consonants are usually sounded in the derived form.
Links to Additional Resources
Words Their Way :
Structural Analysis Continuum:
Word Sort
Extra Lists page
None
Generalization Assessment:
sign crumb muscle heir mnemonic
moisten solemn doubt hymn vehicle
High Frequency Words:
fast
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 22
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lessons
(if a Review or Extend Generalization)
Developmental Stage: Derivational Relations
Generalization: Consonant Alternations with pronunciation and spelling changes –
/s/ to /sh/ and /t/ to /sh/
Consonant alternations involve a change in the final consonant sound within related
words and require a change in spelling when the word ends in a vowel.
Links to Additional Resources
Words Their Way :
Structural Analysis Continuum:
Word Sort
Extra Lists page
None
Generalization Assessment:
racial facial partial confidential consequential
special official essential prejudicial preferential
High Frequency Words:
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 23
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lessons
(if a Review or Extend Generalization)
Developmental Stage: Derivational Relations
Generalization: Vowel Alternations – long to short and long to schwa
Vowel alternations require a change in the sound of the vowel pattern from one related
word to another; but usually, no change in spelling.
Note: The spelling of the base word provides a link to the derived form.
Links to Additional Resources
Words Their Way : Word Sort 109-113
Extra Lists page
Structural Analysis Continuum:
None
Generalization Assessment:
metric natural revision athletic microscopic
wisdom criminal invitation prescription inflammable
High Frequency Words:
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 24
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lessons
(if a Review or Extend Generalization)
Developmental Stage: Derivational Relations
Generalization: Vowel Alternations – schwa to short
Vowel alternations require a change in the sound of the vowel pattern from one related
word to another, but there is usually no change in spelling.
Links to Additional Resources
Words Their Way : Word Sort 113
Extra Lists page
Structural Analysis Continuum:
None
Generalization Assessment:
majority comedy geometry excellent originality
ability composition introduction medicinal chronology
High Frequency Words:
person
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 25
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade3, Lesson 28 and Grade 4, Lesson 27
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: Homophone Review
Homophones are words that sound alike but have different spellings and meanings.
Links to Additional Resources
Words Their Way : Word Sort 97
Extra Lists page 375
Structural Analysis Continuum:
None
Generalization Assessment:
so, sew, sow write, right stair, stare to, two, too
course, coarse whether, weather hostel, hostile morning, mourning
heal, heel, he’ll there, their, they’re
High Frequency Words: feet, four, high, close, horse, shown, whether, know, no, blue
so, heard, here, hear, might, new, knew, whole, through, made, which, main, write, right,
to, two, too, your, hour, way, would, one, very, where, great
Commonly Misspelled Words: know, their, they’re, whole, through, to, too, you’re ,
our, one

SVUSD Spelling: Grade 5 Lesson 26
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Derivational Relations
Generalization: Prefixes – per, pre, pro
A prefix is a unit of meaning that attaches to the beginning of a root or base word to alter
its meaning or create a new word.
per- = throughout; to the end pre- = beforehand pro- = before in place or time;
moving ahead of; forth;
acting for; supporting
Links to Additional Resources
Words Their Way : Word Sort 99
Extra Lists page
Structural Analysis Continuum:
None
Generalization Assessment:
permit provide previous preamble proficient
pretend pronoun perturb perpendicular procedure
High Frequency Words
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 27
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Derivational Relations
Generalization: Assimilated Prefixes – ad, in
A prefix is a unit of meaning that attaches to the beginning of a root or base word to alter
its meaning or create a new word.
In assimilated prefixes the sound and the spelling of the final consonant in the prefix is
“absorbed” into the initial consonant of the base or root to which the prefix is joined. The
initial consonant of the base or root word is doubled.
ad- =to, toward
in- = in, not, toward, together
Links to Additional Resources
Words Their Way : Word Sort 108
Extra Lists page
Structural Analysis Continuum:
None
Generalization Assessment:
allow illegal appetite irregular accommodate
appear accident attempt appropriate irresponsible
High Frequency Words
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 28
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Derivational Relations
Generalization: Latin Derived Suffixes -ary, -ery, -ory
A suffix is a unit of meaning that attaches to the end of a base or root word to form
(derive) a new word with a different but related meaning. The addition of a derivational
suffix often changes the part of speech of the original word. Spelling, syllabication, and
derivational generalizations are used when adding suffixes to root and base words.
-ary, -ery, -ory = relating to
Links to Additional Resources
Words Their Way :
Structural Analysis Continuum:
Word Sort
Extra Lists page 383
None
Generalization Assessment:
bakery library imaginary machinery revolutionary
victory grocery cemetery respiratory contradictory
High Frequency Words
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 29
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Derivational Relations
Generalization: Latin Roots duc/duct, fer, mis/mit
Roots are meaningful parts of words to which affixes (prefixes and suffixes) are added.
Spelling, syllabication, and derivational generalizations are used when adding affixes to
roots.
duc/duct = to lead fer = carry, bear mis/mit = send
Note: Word roots are bound morphemes. Usually they are dependent and cannot stand
alone without an affix. Base words and root words are free morphemes. They are
independent and can stand alone.
Links to Additional Resources
Words Their Way :
Structural Analysis Continuum:
Word Sort
Extra Lists page 383
None
Generalization Assessment:
conduct commit referee conductor inference
differ educate missile adequate intermittent
High Frequency Words
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 30
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Derivational Relations
Generalization: Latin Roots jec/ject;jac, tract, scribe/script
Roots are meaningful parts of words to which affixes (prefixes and suffixes) are added.
Spelling, syllabication, and derivational generalizations are used when adding affixes to
roots.
jec/ject/jac = to throw, hurl, cast tract = pull scribe/script = write
Note: Word roots are bound morphemes. Usually they are dependent and cannot stand
alone without an affix. Base words and root words are free morphemes. They are
independent and can stand alone.
Links to Additional Resources
Words Their Way : Word Sort 116
Extra Lists page
Structural Analysis Continuum:
None
Generalization Assessment:
object scribe contraction projector trajectory
tractor adjective scribble attraction circumscribe
High Frequency Words
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 31
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Derivational Relations
Generalization: Latin Roots serv, spec/spect
Roots are meaningful part of words to which affixes (prefixes and suffixes) are added.
Spelling, syllabication, and derivational generalizations are used when adding affixes to
roots.
serv = to serve, save, keep
spec/spect = look at, examine
Note: Word roots are bound morphemes. Usually they are dependent and cannot stand
alone without an affix. Base words and root words are free morphemes. They are
independent and can stand alone.
Links to Additional Resources
Words Their Way :
Structural Analysis Continuum:
Word Sort
Extra Lists page
None
Generalization Assessment:
service deserve preserve spectacular subservient
inspect special reservoir despicable auspicious
High Frequency Words
special
Commonly Misspelled Words:

SVUSD Spelling: Grade 5 Lesson 32
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade3, Lesson 27
(if a Review or Extend Generalization)
Developmental Stage: Syllables and Affixes
Generalization: Contractions
A contraction is a word made up of two words, with some letters omitted and replaced by
an apostrophe.
Links to Additional Resources
Words Their Way :
Structural Analysis Continuum:
Word Sort
Extra Lists page
None
Generalization Assessment:
she’ll they’re we’re weren’t who’ll
haven’t doesn’t should’ve you’re mightn’t
High Frequency Words
I’m, it’s, that’s, don’t, didn’t, you’re, we’re, they’re
Commonly Misspelled Words:
I’m, it’s, that’s, didn’t, you’re, we’re, they’re

SVUSD Spelling: Grade 5 Lesson 33
Generalization : Introduced Reviewed Extended (Gr. 5)
Introduced in Grade, Lesson
(if a Review or Extend Generalization)
Developmental Stage: Within Word through Derivational Relations
Generalization: Spelling Demons - Frequently Misspelled Words
Links to Additional Resources
Words Their Way :
Structural Analysis Continuum:
Word Sort
Extra Lists page
None
Generalization Assessment:
sure friend chocolate happened miscellaneous
often through surprise hypocrite conscientious
High Frequency Words
does, said, several, thought, together, often, enough, friend, which
Commonly Misspelled Words:
because, favorite, happened, something, Christmas, friend, until, through