1. 3
Table of Contents
A short history of the AVKO Foundation ........................................................4
Beliefs shared by most AVKO members........................................................4
Origin of The Patterns of English Spelling .....................................................5
Other materials developed from The Patterns of English Spelling.................6
Using The Patterns of English Spelling as a source for homework exercises7
Special notations concerning the FORMAT...................................................9
Dolch Words .........................................................................................9
Difficulty Levels on Scale of 1.00 to 21.00............................................9
Spelling Demons.................................................................................10
Related families ..................................................................................10
Homophones ......................................................................................10
Homographs .......................................................................................10
Heteronyms ........................................................................................10
Word selection .............................................................................................11
Censorship...................................................................................................11
British Spellings ...........................................................................................11
Pronunciation ...............................................................................................11
Definitions ....................................................................................................11
Grade Levels................................................................................................11
Challenging the GIFTED children ................................................................11
Page numbering of the volumes ..................................................................11
Questions to be answered by curriculum designers ....................................11
Index of Basic Phonic Patterns by Vowel Types..........................................12
The 214 Easiest Words to Learn in Exact Statistical Order .........................14
Roots (Latin & Greek) ..................................................................................15
Essential Phonic Patterns Rarely Systematically Taught.............................16
Using the Alphabetic Index of Words as a teaching tool..............................21
Using the Alphabetic Index of Words as a rhyming dictionary.....................22
Alphabetic Index of Words .....................................................................23-98
Prefixes and Suffixes ........................................................Volume 10, p. 1001
2. 4
A Short History of the AVKO Foundation
AVKO is a non-profit tax-exempt membership organization founded in 1974.
AVKO is subsidized by donations and grants and is open to membership to anyone interested in
helping others learn to read and write.
AVKO is run by a board of directors elected by the membership.
AVKO’s daily operations are handled by volunteers.
AVKO hopes to spread the concept that ordinary adults can be trained in adult community
education courses to become successful tutors of their children (or spouses) who have
reading/spelling problems.
AVKO provides newsletters and economical opportunities for members to pursue individual
research projects and to take part in large scale cooperative research projects that have
immediate practical applications.
AVKO is attempting to accomplish these goals primarily through the profits generated by the sale
of services and special materials developed for the special needs of students, parents, and
adults.
Beliefs Shared by Most AVKO Members
1. The natural way of learning is immediate self-correction of mistakes.
2. Every child can learn to read at least as well as the child can speak.
3. We should use common sense when it comes to following frequency word counts so that we can
teach related words together. For example, when we teach the word nice we should teach
ice, lice, slice, rice, price, dice, mice, etc.
4. Creating sequences based on frequency counts leads to such nonsense as the following:
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 & up
funny..............fun
away...............way
nice................. .......................ice
pink ................ .......................ink
smile............... ....................... .......................mile
table................ ....................... .......................able
yellow ............ ....................... .......................yell .................low
still ................. ....................... ....................... .......................ill
black............... ....................... ....................... .......................lack
5. Although there isn’t just one correct way of teaching reading and/or spelling, both teachers and
students are helped by a systematic approach.
3. 5
Origin of
The Patterns of English Spelling
(Earlier editions were called Word Families)
In the fall of 1968 I was teaching reading at Northwestern High School in Flint, Michigan. My
favorite technique to help students unlock words was by what we now call chunking. For example,
if a student couldn’t read the word advice, I would have him write the “chunk” ice and then keep
changing ice to words such as rice, lice, slice, vice, and finally the word advice.
ice ice
ice rice
ice price
ice lice
ice slice
ice vice
ice advice
One day, a student asked me for help on reading the word technique. My mind went blank. I
couldn’t think of a single -ique word. Now, I don’t like to be embarrassed. But, I was lucky. I was
saved by the bell ending the class and the school day. I rushed down to see Wilton Slocum, the
Assistant Principal for Instruction. I explained to him my problem. I just had to have a book in
which I could just look up any word family that I needed. Since the concept of word families is
ancient, there just had to be a reference work that contained them all. He agreed. He also agreed to
find one and purchase it for me. However, he never got the book for me because no such book had
ever been written. In the process of complaining about my problem in the teachers’ lounge, one of
the teachers said, “McCabe, you’re a linguist. You have a whole summer off. Why don’t you write
one yourself?”
You might say that The Patterns of English Spelling came about as a result of a combination of
ignorance and stubbornness. I was ignorant enough to think that I could do it in a summer’s time. I
was stubborn enough to keep working at it for almost 30 years. The way I started was by first
creating a periodic table of English phonograms so I could go about it systematically.
I first laid out the fourteen1
vowel phonemes across the top of a sheet of paper using my own
notation. Then I began laying out all the consonant endings in alphabetical order to form a matrix.
Long Vowels out law Roy cook2
Short Vowels
AY EE YH OH OO OW AW OY uu A E I AH U (UH)
b Abe plebe tribe robe tube --- daub --- --- cab web rib rob rub b
bee baby Phoebe --- Toby ruby --- --- --- --- cabby Debby Libby Bobby chubby bee
bul table feeble Bible noble ruble --- --- foible --- babble --- dribble bobble bubble bul
bur caber --- --- --- goober --- --- --- --- jabber webber --- bobber lubber bur
Then it was just a matter of filling in the matrix with sample words, making cards, filing cards, ad
nauseum. But making the map convinced me that English has an amazing regularity in its patterns.
1
Linguists do not agree among themselves as to what constitutes a vowel, how many there are, or how best to represent
them. So I devised a system I thought most teachers could understand without having to take a course in linguistics.
2
We call the four middle vowels the Outlaw Roy Cook vowels for OW AW OY and uu.
4. 6
Other Materials Developed from
The Patterns of English Spelling
Sequential Spelling
This is the only spelling program ever designed in which teachers have nothing to correct and
students have nothing to study! And it works! But don’t take AVKO’s word for it. You can try it
yourself using the first six days of Sequential Spelling below. Ask your class to spell the word
beginning as in: Let’s start at the beginning. Collect their papers. Then, on the 5th day, compare
their spellings of the word beginning which they never studied with their spelling of the word
beginning on the first day.
Give the following tests on separate but consecutive class days. You say the word. Use it in a
sentence. Give the word again. Each student must attempt to spell the word. After each student has
tried and BEFORE going to the next word, give the correct spelling and have each student correct
his own spelling.
1st Day 2nd Day 3rd Day 4th Day 5th Day 6th Day
1. in in thin thins thinned thinning
2. pin pins pinned pinning thinner thinnest
3. sin sins sinned sinning sinner sinners
4. spin spins an inn spinning spinner spinners
5. kin shin shins chin chins chinned
6. skin skins skinned skinning Mr. Skinner Mrs. Skinner
7. win wins winning winner winners tin
8. twin twins inner bees bee be
9. tin be inning innings inn inns
10. fin fins begin begins beginning beginnings
There are 7 levels of Sequential Spelling with 180 daily tests for each level.
Let’s Write Right (Manuscript & Cursive)
Individualized Keyboarding for Personal Use with Computers
Starting at Square One
From Speech to Spelling
The Reading Teacher’s List of Over 5,500 Basic Spelling Words
If it is to be, it is up to me to do it (Family Literacy Set)
To Teach a Dyslexic
The Teaching of Reading & Spelling: a Continuum from Kindergarten
through College
For descriptive catalog write to AVKO Foundation, 3084 Willard Rd, Birch Run MI, 48415
5. 7
The Patterns of English Spelling as Homework
Teachers can make homework assignments using words containing specific patterns (rimes that
rhyme). For example, Alfred E. Neumann on his dictation exercise misspelled the word robbed as
robed. So the teacher referred him to page 104 of this book. Following the teacher’s direction of
only copying words he knows, he copied:
Bob
bob bobs bobbed bobbing
cob cobs
gob gobs
slob slobs
blob blobs
mob mobs
snob snobs
sob sobs sobbed sobbing
Alfred didn’t copy the words formed from lob, fob, knob, and throb because he wasn’t sure of
the meanings. When Alfred went home at night, he took the list with him. Right after supper, he set
the timer for fifteen minutes and began writing.
Bob I like Bob. I like Bob’s car better.
bob I don’t like to bob for apples.
bobs His Adam’s apple bobs up and down when he talks.
bobbed
bobbing I hate bobbing for apples.
cob I love corn on the cob.
cobs
gob
gobs I wish I had gobs and gobs of money.
Alfred couldn’t put all the words into sentences. He didn’t have time to. The assignment was to
write as many sentences as he can in fifteen minutes. Each night he is to try to write a little more.
Now, these sentence-writing exercises are not going to teach Alfred how to write paragraphs, short
stories, poems, term papers, etc. However, he will learn how to write sentences and usually it is
rather difficult to write good paragraphs, short stories, and term papers if you have never learned to
write sentences. We believe in first things, first.
6. 8
These sentences will tend to be original—not something copied from a book or magazine. It also
has the effect of helping students discriminate between words such as hop, hops, hopped, and
hopping as well as hope, hopes, hoped, and hoping. They must learn to use the third person singular
whether or not they have the vaguest idea of the differences between first, second and third person
singular or plural. The past tense has to be used, and they will use it.
We recommend that the homework be daily, if only for 15 minutes. Now, it is true that Alfred
may cheat and only write for ten minutes instead of fifteen. But ten minutes a day writing is better
than none. And the point is to have the students write as much as possible as often as possible. The
idea is quantity not quality in a limited time span.
The reason for quantity over quality is that this technique frees up the student’s computer-brain
so that the student can spill words onto paper nearly as fast as he can spill words from his mouth.
Once students have achieved mastery over sentence fluency, then they will be ready to begin the
more complicated compositional skills. But if students can’t write simple sentences, they can’t write
paragraphs or themes.
Another advantage of sentence assignments based on words the students are studying is that it
gives the students an extra opportunity to use the words they are learning. It also makes it extremely
easy for the teacher to check.
Notice—I said check, not correct. There is no need to correct the sentences. Check the paper by
writing the date in big letters with a felt marker as it is handed in. This prevents the con artist from
trying to keep handing in the same paper over and over again. If you have the students keep their
homework papers in their folders, you will eventually have the opportunity to review these papers
with the students individually at their desks and be able to show them their progress (or lack
thereof) and to work with them on their individual problems.
The reason for this is simple. Most students never learn a thing from papers that are handed back
days or weeks later. Most students learn when they are watching their teacher correct their paper.
This also affords them the opportunity right there and then to either challenge your correction or be
taught how to avoid the mistake that they made.
But enough. You are the teacher. You know your students. You know what they need to learn.
The Patterns of English Spelling will allow you to find whatever word list you want for whatever
reason you want to use it. You don’t have to use all the words in any of these lists. Use just those
words you want to use.
7. 9
Special Notations Concerning the Format
At the bottom of almost all the pages that contain word lists, there will occur most of the following:
• Dolch Words
• Difficulty Levels on Scale of 1.00 to 21.00:
• Spelling Demons:
• Homophones:
• Heteronyms:
• Related Families
• Other Related Words
Dolch Words: These words are those found by E. W. Dolch1
to comprise the most basic of all sight
vocabularies. The validity of these words as a basic list has withstood the test of time. However, as most
of these words contain phonically regular patterns, we believe that they should not be taught in isolation
but rather with words of similar patterns.
Difficulty Levels on Scale of 1.00 to 21.00: The levels are based upon an analysis of The New Iowa
Spelling Scale2
In this study, a total of 5,507 key words were given in spelling tests to over 230,000
students in 645 school systems scattered across the country in November, 1953. They study listed the
percentages of the students in grades 2 through 8 who could correctly spell the words. For example,
Percent AVKO
correctly 2nd 3rd 4th 5th 6th 7th 8th Difficulty
spelling Level
grab 05 17 38 52 67 77 78 07.05
grabbed 01 10 16 30 39 52 14.15
grace 01 19 48 65 84 88 92 04.55
gracious 02 12 21 38 58 14.55
Because percentage figures can be misleading and often serve as the target to reach rather than to
surpass, we converted the average of the 5th through 8th grade percentages to a 20 point scale having
1.00 being the easiest—that is, known by over 99.50% of middle school students. The theoretical 0%
was set at 21.00. This one scale becomes applicable to all types of schools and all types of students. No
matter what the percentage of students in expensive private school X correctly spell the words seat
(3.70), scatter (9.50), electricity (13.45), or initial (17.45), as compared to a college freshman English
class or a ghetto public school, the relative rankings of these words will remain the same. That is, the
word seat will be the easiest and the word initial the hardest of the four example words. As to the grade
level of any particular word, our rule of thumb is to divide the difficulty level by two and the result is
approximately the grade level.
Spelling Demons: These are words that appeared on one or more of four separate lists entitled “Spelling
Demons.” One list was that of Edward Fry’s3
. Another was the list found in the Random House
Dictionary of the English Language. Yet another was a secretarial list published by Quali-dex and the
last was George W. Feinstein’s list used for his college text, Programmed Spelling Demons. The total
number of demons came up to over 2,000 because there is very little agreement among the experts as to
1
Dolch, E. W. Teaching Primary Reading, pp. 205-227, Chicago, IL: Garrard Press, 1941.
2
Greene, Harry A. The New Iowa Spelling Scale. Iowa City, Iowa: University of Iowa, 1954.
3
Fry, Edward. The New Reading Teacher’s Book of Lists. New York: Prentice-Hall, 1988.
8. 10
which words are demons. We listed them mainly so that teachers, if they desired, could give special
emphasis to these words.
Homophones: These are words that are pronounced the same as each other but which differ in meaning
and/or spelling as in heir, air, and sometimes err. We also extend the meaning to include words that
have two spellings such as color (American) and colour (British). Se British Spellings below. Because
in our language we may have two or more words pronounced the same but spelled differently, we have
elected to present the homophones for any member of any family so that a teacher may —if she/he
chooses to—teach the homophone. If a teacher elects to call homophones, homonyms, we do not object.
Homophones is the term of choice in a technical context which we consider this book to be. Homonyms
is more frequently the term of choice in a non-technical context such as an elementary school spelling
text.
Homographs: These are words that are spelled the same but have different meanings and different origins.
For example, the word bat (a club) and bat (a flying mouse) are homographs as are batter (the man with
the bat in baseball), batter (as in cake or pancake dough before it is cooked), or batter (as in to beat up a
person). To save space we ignore them—inasmuch as we assume a good teacher will point out how
words change in meaning according to the context they are in.
Heteronyms: These are words that are spelled the same but have different pronunciations. Common
examples are lead and lead. One rhymes with seed and the other with bed
Related Families: We list only the very nearest relatives. For example, for the AB CAB family we only
listed the EB WEB, IB FIB, OB BOB, and UB RUB families. Close cousins would be listed as other
related families. See below.
Other Related Families: These are usually words with structural suffixes such as -er, -le, -y, -en, -ment,
-tion, -ive, etc. For example, under the -AT BAT family, we have references to the -ATTER BATTER,
-ATTLE BATTLE, -ATTY BATTY and -ATTEN BATTEN families.
Censorship: We freely admit to having censored some words, especially those found on bathroom walls.
We also left out words that we feel are extremely arcane or archaic such as araucaria or argal but left in
a useless word such as anhungry just because it’s one of the three words in English that end -gry.
(Angry and hungry are the other two.)
British Spellings: Whenever possible, we indicate where American spellings and British spellings part
company. For example, color is American but colour is British. Encyclopedia is American.
Encylopaedia is British. If we have inadvertently omitted making the distinctions on some words—
please inform us. We like to hear from those who use our materials. And we do want to correct the
mistakes that are in this edition. And we know that despite spell check and proofreaders. There will be
errors.
Pronunciation: Out of the myriad methods of denoting pronunciation we chose to use the method used by
most writers when they write dialect or try to make sure that the reader correctly pronounces a word.
Whenever we had any doubt as to a word’s pronunciation, we chose to use The Random House
Dictionary of the English Language, Second Edition, Unabridged as our arbiter. We gave the
pronunciations not because we felt that teachers need to know how to pronounced the word families—
but so that they would have at their disposal a method of making spelling exercises and/or word cards
using the pronunciations given as a guide. For example, using these pronunciation guides, a teacher
could construct exercises such as the following:
“RAP’t” The man ________________ three times on the door. Correct response: rapped.
“PRESH shus” Little children are ____________________ . Correct response: precious.
9. 11
Other Related Families: These are usually words with structural suffixes such as -er, -le, -y, -en, -ment,
-tion, -ive, etc. For example, under the -AT BAT family, we have references to the -ATTER BATTER,
-ATTLE BATTLE, -ATTY BATTY and -ATTEN BATTEN families.
Word Selection
Finding words that belong to families is not easy. You can’t just look them up in a dictionary unless
you can find a dictionary that lists all the words in reverse alphabetical order. The closest to that is
The English Word Speculum compiled by J. L. Dolby and H. L. Resnikoff and published by Mouton
& Company, The Hague, Paris in 1964. Unfortunately, this work is hopelessly flawed. However, we
did find that it had some words we didn’t have in our first few editions. We found many that we had
that they didn’t. Basically, we went through the dictionary sorting the words by families, but
omitting those we felt were too arcane or archaic or politically incorrect.
Grade Levels
Word families (or rimes, if you insist on using the latest jargon) don’t come in grade levels. This
series of volumes is constructed so that teachers in any grade from kindergarten to university can
easily find examples of words that follow whatever linguistic principle is being taught in their
particular textbook. There is nothing to prevent a third grade teacher from teaching some of the pre-
words in Volume 10, words such as prevent, pretend, and even predict.
Challenging the “Gifted” Children
Certainly the gifted children may be challenged by the “difficulty” of learning the meanings of
some of the words in the books such as eschew obfuscation. They also may be challenged by
learning how to correctly spell words that they only think they know how to spell. For example—
the two italicized words are misspelled in the following phrase: Eat your vittles or I’ll sing the scale,
do re me fa so la ti do! The correct spellings: victuals and sol. See the last part of Volume 5 with its
listing of insane words.
Contents of the Volumes
Volume First
Number Patterns Examples Page
1 Short Vowels CVC dad get tin 101
2 Short Vowels CVCC band went itch 201
3 Long Vowels CV, VCe go nice tube 301
4 Long Vowels CVVC raid seem roam 401
5 -R & W- Controls tar/war for/word wad/ward 501
6 Basic Suffixes batter battle dreadful 601
7 The Ending Y’s destiny simplify tricky/trickiest 701
8 Power Suffixes precious partial permission 801
9 Advanced Patters techniques chauvinism fiancée 901
9 Prefixes/Roots/Suffixes psychology photographic synthesizer 1001
Questions to be answered by Curriculum Designers
Does your K-2 curriculum cover all the concepts in volumes 1-6?
Does your 3-8 curriculum cover the concepts in volumes 7-10?
From our analyses of curricula used by over 90% of public schools, the concepts in volumes 7-10
are conspicuous by their absence not only in our schools but our universities as well.
10. 12
Use this index to locate
additional word
families (or rimes) that
illustrate phonic
principles taught in any
reading series.
LONG A (“AY”)
Sample Vowel Word
Word Pattern Family Page
pay ay ay 301
pain ai ain 419
sail ai ail 411
claim ai aim 417
paint ai aint 253
wait ai ait 426
praise ai aise 360
afraid ai aid 401
eight eigh eight 426
range a--e ange 367
table a--e able 610
hating a-e ate 347
cake a-e ake 328
made a-e ade 321
save a-e ave 324
place a-e ace 343
blaze a-e aze 360
stale a-e ale 330
tape a-e ape 341
page a-e age 327
game a-e ame 332
safe a-e afe 324
LONG E (“EE”)
we e e 304
key ey ey 306
see ee ee 305
sleep ee eep 424
need ee eed 402
peel ee eel 412
peek ee eek 408
sheet ee eet 427
speech ee eech 437
green ee een 420
teeth ee eeth 278
sea ea ea 305
seat ea eat 427
meal ea eal 412
weak ea eak 408
teach ea each 437
cheap ea eap 424
clean ea ean 420
Sample Vowel Word
Word Pattern Family Page
feast ea east 438
beneath ea eath 275
sneeze ee-e eeze 435
sleeve ee-e eeve 441
believe ie-e ieve 406
piece ie-e iece 432
please ea-e ease 435
leave ea-e eave 441
LONG I (“YH”)
try y y 308
buy uy uy 308
tie ie ie 308
high igh igh 308
light igh ight 428
kind i ind 229
wild i ild 240
size i-e ize 361
hide i-e ide 322
white i-e ite 357
line i-e ine 337
pipe i-e ipe 341
time i-e ime 333
mice i-e ice 344
tribe i-e ibe 320
smile i-e ile 330
drive i-e ive 325
like i-e ike 329
life i-e ife 325
Einstein ei ein 442
LONG O (“OH”)
go o o 309
toe oe oe 311
slow ow ow 310
bold o old 241
roll o oll 153
bolt o olt 248
most o ost 235
both o oth 277
won’t o ont 249
road oa oad 403
coat oa oat 429
loan oa oan 421
boast oa oast 438
soak oa oak 409
loam oa oam 418
coax oa oax 268
LONG O (“OH”)
loaf oa oaf 407
goal oa oal 413
grown ow own 421
Sample Vowel Word
Word Pattern Family Page
bowl ow owl 415
stone o-e one 339
more o-e ore 526
note o-e ote 358
nose o-e ose 364
coke o-e oke 329
hope o-e ope 342
code o-e ode 323
dose o-e ose 364
robe o-e obe 320
stove o-e ove 326
hole o-e ole 331
home o-e ome 333
froze o-e oze 364
LONG OOH (“OO”)
dew ew ew 316
do o o 312
igloo oo oo 312
you ou ou 317
true ue ue 314
spoon oo oon 422
loop oo oop 425
loot oo oot 429
cool oo ool 414
room oo oom 418
proof oo oof 407
pooch oo ooch 437
food oo ood 404
boost oo oost 438
goose oo-e oose 435
groove oo-e oove 435
snooze oo-e ooze 435
move o-e ove 326
lose o-e ose 365
use u-e use 346
rule u-e ule 331
tune u-e une 340
tube u-e ube 320
truce u-e uce 346
include u-e ude 323
truth u uth 278
OW (“OW!”)
cow ow ow 318
crowd ow owd 403
proud ou oud 403
town ow own 421
prowl ow owl 415
shout ou out 431
ground ou ound 231
count ou ount 252
11. 13
m OW (“OW!”) Continued
Sample Vowel Word
Word Pattern Family Page
ouse ou ouse 433
uch ou ouch 437
mouth ou outh 277
AW (“AW”)
draw aw aw 319
crawl aw awl 319
lawn aw awn 423
hawk aw awk 410
talk al alk 410
tall al all 147
haunt au aunt 252
cloth o oth 276
long o ong 219
boss o oss 159
dog o og 114
lost o ost 235
honk o onk 222
soft o oft 232
OY (“OY”)
boy oy oy 303
boil oi oil 415
join oi oin 423
joint oi oint 253
avoid oi oid 403
moist oi oist 438
noise oi-e oise 438
Short uu (“uu”)
cook oo ook 409
wood oo ood 404
foot oo oot 429
would oul ould 241
pull u ull 155
put u ut 211
SHORT A
black a ack 204
flag a ag 111
trap a ap 126
cash a ash 209
land a and 227
flat a at 131
bank a ank 220
scratch a atch 201
jam a am 116
dance a ance 257
cab a ab 101
stamp a amp 269
plan a an 121
slant a ant 249
bad a ad 106
class a ass 156
rang a ang 217
fast a ast 233
bath a ath 275
Sample Vowel Word
Word Pattern Family Page
mask a ask 271
pal a al 146
ranch a anch 206
badge ae adge 212
SHORT E
Sample Vowel Word
Word Pattern Family Page
send e end 228
let e et 132
tell e ell 149
mess e ess 157
best e est 234
went e ent 250
red e ed 107
French e ench 206
wreck e eck 215
pledge e edge 212
stretch e etch 202
leg e eg 112
felt e elt 247
hex e ex 266
held e eld 240
step e ep 127
them e em 117
kept e ept 238
web e eb 102
fresh e esh 209
letter e etter 637
left e eft 232
help e elp 246
shelf e elf 243
fence e ence 257
men e en 122
next e ext 266
bread ea ead 402
sweat ea eat 277
death ea eath 275
SHORT I
trip i ip 128
sit i it 133
hill i ill 151
thin i in 123
sick i ick 215
wish i ish 210
think i ink 221
sing i ing 218
print i int 251
list i ist 235
gift i ift 232
hid i id 108
big i ig 113
him i im 118
stiff i iff 143
limp i imp 270
crisp i isp 273
since i ince 257
mix i ix 267
fib i ib 103
frisk i isk 271
bridge i idge 212
miss i iss 158
fizz i izz 138
with i ith 276
live i-e ive 325
SHORT O (“AH”)
not o ot 134
clock o ock 216
Bob o ob 104
rod o od 109
Don o on 124
stomp o omp 269
notch o otch 204
blond o ond 230
dodge o odge 212
doll o oll 153
box o ox 268
Tom o om 119
calm al alm 246
SHORT U (“UH”)
tub u ub 105
bump u ump 270
stuff u uff 145
rush u ush 211
luck u uck 216
sun u un 125
bug u ug 115
trunk u unk 222
bum u um 120
must u ust 236
but u ut 135
bunch u unch 207
dull u ull 155
budge u udge 212
hunt u unt 230
fuss u uss 160
mud u ud 110
cup u up 130
fuzz u uzz 140
refund u und 230
bus u us 160
dunce u unce 257
from o om 828
won o on 832
front o ont 249
monk o onk 222
once o once 257
flood oo ood 404
touch ou ouch 205
come o-e ome 333
love o-e ove 325
12. 14
The 225 Easiest English Spellilng Words in Rank Order
Word......Page
I ............... 308
a .............. 368
is.............. 138
in.............. 123
you........... 317
he ............ 304
out ........... 431
good ........ 404
it............... 133
me ........... 304
old............ 241
one .......... 340
see........... 305
she........... 304
time.......... 333
ten ........... 122
up ............ 130
book......... 409
come........ 334
get ........... 132
go ............ 309
love.......... 326
time.......... 333
we............ 304
car ........... 501
day........... 301
the ........... 304
that .......... 131
have......... 324
into........... 312
today........ 301
yes........... 157
all............. 147
dog .......... 114
hat ........... 131
like........... 329
and .......... 227
big............ 113
ice............ 344
look.......... 409
year ......... 531
boy........... 303
but ........... 135
air ............ 531
how.......... 318
Word......Page
over ......... 670
can........... 121
did............ 108
looking ..... 409
men ......... 122
red ........... 107
at ............. 131
home ....... 333
may.......... 301
her ........... 511
was.......... 140
are ........... 501
be ............ 304
going........ 309
land.......... 227
long.......... 219
man ......... 121
my............ 307
play.......... 301
saw.......... 319
toy............ 303
work......... 503
if............... 143
add .......... 106
away........ 301
back......... 214
call........... 147
cowboy .... 303
room ........ 191
cat............ 131
new.......... 316
them ........ 117
bad .......... 106
came........ 332
end .......... 228
fat ............ 131
hand ........ 227
his............ 138
mother ..... 646
on ............ 124
read ......... 402
this........... 158
sun........... 125
fun ........... 125
cars.......... 501
Word......Page
food ......... 186
had .......... 106
hot ........... 134
part .......... 510
run ........... 125
same........ 332
school ...... 414
show........ 310
week........ 408
cow.......... 318
five........... 325
give.......... 325
got ........... 134
him........... 118
house....... 433
little.......... 604
most......... 235
oil............. 415
put ........... 135
tea ........... 305
way.......... 301
night......... 428
box........... 268
bed .......... 107
down........ 421
ago .......... 309
eat ........... 427
feet .......... 427
line........... 337
times........ 333
about ....... 431
ball........... 147
gave......... 324
hard ......... 505
ran ........... 121
will ........... 151
bell........... 149
do ............ 312
has........... 136
May.......... 301
milk.......... 245
say........... 301
stop.......... 129
face.......... 343
from ......... 119
Word......Page
moon ....... 422
pay........... 301
when........ 122
bank......... 220
books....... 409
mail.......... 411
thing......... 218
top ........... 129
town......... 421
wood........ 404
cap........... 126
letter ........ 637
more ........ 526
nut ........... 135
page ........ 327
sat............ 131
save......... 324
ship.......... 128
so............. 309
two........... 312
dear ......... 531
fish........... 210
tree .......... 305
age .......... 327
bee .......... 305
June......... 237
law........... 319
side.......... 322
stay.......... 301
stone........ 339
game ....... 332
hope ........ 342
low........... 310
pie............ 308
six............ 222
tell............ 149
black........ 214
class ........ 156
hill............ 151
kiss .......... 158
last........... 233
let............. 132
must......... 236
not ........... 134
sand......... 227
Word......Page
sea........... 305
state......... 347
what......... 504
with.......... 275
am ........... 116
art ............ 510
became.... 332
boat ......... 429
corn ......... 517
drive......... 325
gun .......... 125
hay........... 301
off ............ 144
park ......... 508
post.......... 235
well .......... 149
went......... 250
card ......... 505
pet ........... 132
nest.......... 234
best.......... 234
cup........... 130
fishing ...... 210
report....... 519
sing.......... 218
after ......... 649
become.... 334
comes...... 334
fast........... 233
fire ........... 525
foot .......... 427
green ....... 420
head ........ 402
hen .......... 122
three ........ 305
cut............ 135
lake.......... 328
pig............ 113
as............. 136
fall............ 147
hall........... 147
name ....... 332
some........ 334
song......... 219
without ..... 431
13. 15
Common Latin and Greek Roots
Latin
Root Means as in
act do action
acu sharpen acumen
agri field agriculture
alt high altitude
alter other alternate
ambul walk ambulate
amo love amorous
ami love amiable
anima life animated
ann/enn year annual
apt/ept suitable aptitude
aqua water aquatic
art skill artist
aud hear auditorium
belli war belligerant
brev short brief
cad/cas fall cadaver
cal hot calorie
calc stone calculate
cam field camp
cand glow candle
cap head decapitate
cede go proceed
ceed go concede
ceive take receive
cept take reception
centr middle center
cert sure certain
cess go recess
cide cut suicide
cise cut concise
claim shout exclaim
clam shout clamor
clar clear clarity
cline lean incline
clud shut exclude
cogn know recognize
commun common communion
cord heart cordial
corp body corpse
cred believe credible
cur run incur
dent tooth dentist
dict say dictate
div cut apart divide
doc teach doctrine
domin master dominate
don give donate
duc lead induce
duct lead conductor
enn/ann year biennial
ept/apt suitable inept
fac make/do factory
fer carry ferry
fic make/do fiction
fide faith confide
fig form figure
Latin
Root Means as in
firm fixed confirm
flect/flex bend genuflect
form shape reform
fract break fracture
frag break fragment
frater brother fraternity
fric rub friction
fug flee fugitive
funct do function
grad step grade
gress step regress
grat please gratitude
greg herd gregarious
hab/hib hold habit/inhibit
homo man homicide
homo same homogenize
hosp stranger hospitality
host stranger hosts
imag likeness image
init begin initial
integ whole integral
ject throw reject
jud law judge
junct join junction
jur law jury
lab work labor
laps slip collapse
lat carry collateral
liber free liberty
loc place locate
luc light lucid
lud/lus play lusty
lum light illumine
luna moon lunatic
lust shine luster
mand order demand
manus hand manual
mar sea submarine
mater mother maternity
max greatest maximum
mem mindful remember
ment mind mental
merge dive submerge
migr move migrate
mim same mimeograph
min small minimum
minist serve minister
miss send missionary
mit send remit
mobile move mobility
mon warn remonstrate
mort death mortal
mot move motor
mov pass move
mut change mutation
narr tell narrate
nat birth native
Latin
Root Means as in
nav ship navy
neg no negative
not mark note
noun say pronounce
nunc say pronunciation
nov new novel
numer number numeral
ocu eye oculist
opt best optimist
ord row order
orig begin original
pater father paternal
ped foot pedal
pel drive propel
pend hand pending
plic/plex fold complex
plur more plural
pop people popular
port carry support
rupt break rupture
sign mark signature
spec see spectator
tract pull tractor
trib give contribute
trud/trus push intrude
turb bother disturbance
vac empty vacuum
vag wander vagrant
var different vary
ven come convention
ver truth veritable
vert turn convert
vers turn reverse
vict/vinc beat victory
vid see video
vis see vision
viv/vit live vivid/vital
voc call vocal
vok call revoke
void empty devoid
vol wish volunteer
volv roll revolver
vor eat voracious
GREEK
Root Means as in
aero wind aeronautics
aesth feel anaesthetic
esth feel aesthetics
andr man android
anthr man anthropology
arch chief archbishop
archae old archaeology
ast star asterisk
baro weight barometer
biblio book bibliography
bio life biology
GREEK
Root Means as in
cardi heart cardiologist
chron time chronicles
cine move cinema
kine move kinesthetic
cosm world cosmos
crat rule democratic
cracy rule aristocracy
cycl ring cyclical
dem people democracy
dogma opinion dogmatic
dont tooth orthodontist
dox belief orthodox
gam wed bigamy
gen birth genetics
geo earth geography
gnos know agnostic
gon bend octagon
gram letter telegram
graph write telegraph
gyn woman gynecologist
hydr water hydrant
iatr care for psychiatrist
kine move kinescope
klept take kleptomaniac
lith stone lithograph
log word monologue
lys break paralysis
mech thing do mechanical
meter reckon parameters
morph shape morpheme
neo new neologism
onym name synonym
opt eye optical
ortho straight orthodontist
mania madness pyromania
ortho straight orthodox
paleo old paleolithic
path feel empathy
ped/aed child pediatrician
phil love philosophy
phob fear xenophobia
phon sound phonograph
photo light photograph
phys body physical
pod foot podiatrist
poli town politics
psych mind psychology
scop see telescope
theo god theology
therm heat thermal
For Prefixes see p. 1001
For Suffixes see pp. 1057-70
For Index of Latin and Greek
Roots with word lists using the
roots, see pp. 1071-1075
14. 16
A List of Essential Phonic Patterns Seldom Systematically Taught
Pattern Sample Words Containing Pattern Page
un (“un”) suffixes
-on = un apron pardon person reckon summon common ................832-851
-an = un urban human African pagan veteran Canadian..................852-856
-en = un leaden rotten deaden lengthen listen soften fasten ...........857-860
-in = un robin Franklin assassin toxin bulletin insulin cabin ............861-862
-ion = yun opinion union onions rebellion batallion .............................837/935
-ian = yun Italian civilian Sicilian guardian Indian ...............................853/936
-ain = un mountain certain chieftain fountain bargain ..............................419
“shun” suffixes (See also ti, ci, si, ssi, xi = sh)
-tion = shun probation gratification communication appreciation ...........844-863
-tian = shun Dalmatian Venetian Egyptian Tahitian Haitian..........................868
-cian = shun magician electrician statistician pediatrician musician ..............865
-sian = shun Caucasian Asian artesian Persian Eurasian Indonesian...........917
-cion = shun suspicion coercion.....................................................................843
-sion = shun compulsion pension tension apprehension expulsion...............842
-ssion = shun compassion repression aggression concussion.................839-840
-ssian = shun Russian Prussian Hessian ........................................................916
“chun” suffixes (See also t & ti = ch)
tune = chun fortune misfortune .....................................................................924
tian = chun Christian Sebastian ...................................................................868
tion = chun question digestion indigestion congestion suggestion ..............863
“zhun” suffixes
sion = zhun decision occasion confusion explosion conversion............841-842
“jun” suffixes
geon = jun surgeon dungeon bludgeon pigeon...........................................920
gion = jun religion region legion contagion regional...................................920
15. 17
A List of Essential Phonic Patterns Seldom Systematically Taught
unt (“unt”) & un-ss (“un”-ss) suffixes
-ant = unt elegant ignorant significant applicant occupant........................ 254
-geant = junt sergeant pageant insurgeant pageantry................................... 920
-ent = unt convenient innocent confident resident president .................... 255
-tient = shunt patient impatient quotient sentient insentient ........................... 914
-cient = shunt efficient deficient sufficient ancient coefficient.......................... 912
-ance = un-ss ambulance attendance entrance inheritance defiance............. 258
-ence = un-ss violence coincidence experience evidence obedience............. 260
und (“und”) suffixes
-and = und Ireland Scotland Holland Maryland Portland England .............. 281
ur (“ur”) suffixes
-or = ur labor neighbor harbor rigor valor color .................... 675-681
-our = ur labour neighbour harbour rigour valour colour ......................... 682
-ar = ur muscular cedar scholar popular particular peculiar........... 673-674
-ir = ur nadir elixir astir tapir kaffir bestir............................................... 675
-ssure = shur pressure assure fissure reassure ............................................. 915
-sure = zhur treasure pleasure measure leisure exposure ........................... 919
-ture = chur venture fracture picture culture furniture creature ............. 923-924
ul (“ul”) suffixes
al = ul verbal mental medal decimal criminal trial rival ................. 818-827
cial = shul racial commercial special social crucial artificial....................... 818
tial = shul partial initial credentials essential sequential..................... 825/914
el = ul label angel camel panel chapel barrel weasel................... 624-627
il = ul peril stencil vigil evil devil civil April fossil tonsils pupil ............. 628
ol = ul symbol pistol idol capitol carol bristol gambol petrol................. 628
ul = ul handful thankful respectful mogul consul delightful........... 629-631
able = bul probable readable noticeable available variable ............... 613-621
ible = bul possible edible credible compatible irresistible.................. 621-623
ical = kul chemical technical historical mathematical cubical ........... 802-816
acal = kul maniacal kleptomaniacal xenomanical pyromaniacal............... 801
16. 18
A List of Essential Phonic Patterns Seldom Systematically Taught
/k/ suffixes
-ac = ak maniac zodiac shellac cognac almanac kleptomaniac..............801
-ec = ek Aztec Alec kopec.......................................................................801
-ic = ik cubic Nordic terrific tragic psychic frolic cosmic .................802-816
u tee suffixes
ality = al u tee personality legality nationality fatality hospitality ................731-733
ility = il u tee probabiity possibility facility hostility futility senility.............733-734
ety = u tee variety society piety anxiety figety notoriety .............................729
ity = u tee commodity humidity humanity equality cavity ....................730-738
-ous (“us”) suffixes
-ous = us tremendous fabulous ridiculous poisonous ........................884-891
-ious = EE us envious previous dubious amphibious tedious...................886-887
-eous = EE us hideous miscellaneous simultaneous courteous.......................886
-cious = shus audacious judicious malicious ferocious luscious .....................885
-tious = shus infectious ambitious nutritious fictitious repetitious ...................887
-xious = shus anxious noxious obnoxious innoxious fluxious..........................888
-geous = jus courageous gorgeous outrageous advantageous.....................920
-gious = just religious contagious egregious prodigious prestigious..............920
Sh-h-h Look at all the spellings of sh-h-h!
ti = “sh”digraph combines with -a, -al, -an, -o, -on, -ent, -ous
-tia = shuh militia inertia Portia Nova Scotia dementia................................914
-tio = shoh ratio Horatio...............................................................................914
ci = “sh” digraph combines with -a, -al, -an, -on, -ent, -ous
-cia = shuh Marcia Patricia Felicia Alicia......................................................912
ssi = “sh”digraph combines with -on (see ssion = shun p. 16)..............................842
si = “sh” digraph combines with -on (see sion = shun p. 16).................................842
ch = “sh” chef chute cache mastache creche charades....................909-910
sch = “sh” Schick Schmidt schuss Schneider schlimazel schlep ...............911
17. 19
A List of Essential Phonic Patterns Seldom Systematically Taught
kay-key-kee-kee riminies & How do we get “k” from qu & ch?
qu = k technique plaque antique mosque cheques ...................... 901-904
ch = k chaos ache anchor character stomach Christianity ........... 905-908
sch = sk school scholar scheme scholastic Schenectady....................... 908
gi digraph combines with -on and -ous (see gion = jun / gious = jus)
ge digraph combines with -on and -ous (see geon = jun / geous = jus)
gu digraph (hard g) often precedes the vowel i
gu- = g guild guitar guilt guilty guard guardian ..................................... 921
-gue = g fatigue morgue vague league plague intrigue........................... 921
t =ch when it combines with ue, ure, ual, and une
-tue = choo virtue statue habitué statuesque virtuous ................................. 923
-ture = chur fracture miniature structure culture vulture feature ................... 923
-tual = choo ul virtual actual ineffectual intellectual spiritual mutual ................. 829
-tune = chun fortune unfortunate misfortune ................................................. 924
ti = ch when it combines with -an, on.
-tian = chun Christian Sebastian Christianity ............................................... 854
-tion = chun question suggestion combustion exhaustion digestion ............. 851
18. 20
Vowels often sound differently in “big” words
e = AY debut fiancée fiancé suede cliché rendezvous...................939-940
et = AY buffet cabaret Chevrolet croquet bouquet valet.........................940
er = “AIR” merit cherub inherit perish Sheraton therapist....................941-944
eu = OO euchre Reuben neutral deuce sleuth leukemia .........................957
ou = OO tourists goulash routine rouge cougar rendezvous....................950
ou = uh courage double cousin journey trouble......................................952
i = EE macaroni pinochle debris technique fatigue Rita................946-948
y = YH cycle analyze psychopath dynamite ..........................................961
y = i gym dyslexia physical physician gypsy...............................953-956
i = y onion union junior savior behavior.................................... 935--936
au = OH chauffeur chauvinist gauche mauve ..........................................949
eau = OH beau bureau plateau trousseau chateau Rousseau..................949
ot = OH depot potpourri Bardot argot escargot tricot ..............................949
en = AW’n ensemble détente entrepreneur ennui rendezvous...................961
oi = WAH moi reservoir boudoir repertoire memoirs voila.........................938
u = W suite suede cuisine suave linguistic persuasion........................937
19. 21
Using the Alphabetic Index as a Teaching Tool
The very first thing that impresses most people about the index is its size. Over 70 pages,
four columns to a page all in fine (8 pt) print. And it only represents about 1% of all the
words that a well-educated person can read! Phonics advocates should be quick to use this
just to point out the impossibility of teaching a person to read using the look-say method if
each word has to be taught separately. But that, of course, will not convince a dyed-in-the-
wool whole language enthusiast that phonics need ever be taught. They “know” that they
learned to read without phonics. They have taught children and maybe even adults to read
without phonics. And so it goes. Arguments rarely, if ever, change a person’s mind. But
perhaps, both sides will agree that upon inspection of the index and the patterns as they are
laid out in this book, that the English language has patterns that the good reader has learned
perhaps without even being taught. Poor readers, on the other hand, find it difficult to read
words that contain patterns that they haven’t been taught.
To demonstrate this concept, have both good readers and poor readers read the following
passage and then have them read the two word lists that follow. Good readers will correctly
read all the words and will understand the passage. Poor readers (below 6.0 but above 3.0)
will have difficulty reading and understanding the passage. They will read the words in list A
which contain regular phonic patterns usually taught and easily learned. The second list has
words that contain phonic patterns rarely taught and not easily learned by many students
without special help.
Sh-h-h is spelled sh in fisherman but not in the word crucial
Washington was no fisherman but he was in a boat. He led his militia to a
smashing victory over all the king’s men. It was atrocious the way his
physicians finished him off. He was so weak at the end, he initialed his orders
rather than signing them. It certainly was crucial to the war effort for his
shipping to get through.
LIST A Washington fisherman smashing finished shipping
LIST B militia atrocious physicians initialed crucial
Supposing a student can’t read any of the words in List A, should you test on list B? Not
unless you believe in torturing students. Supposing a student misses only the word smashing
in List A but misses all the words in List B, what should you do? What can you do? Well,
you can look smashing up in the index. It refers you to page 209. It has 25 words with the -
ash pattern from ashes to smasher. In the power vocabulary section it has an additional 63
words from brash to old-fashioned. You don’t have to teach him all these words. Teach
whatever words and however many words you feel is right and use the methods you are most
comfortable with. The patterns are there. They can be taught specifically or they can be
discovered by the students themselves by inspection or usage.
As far as teaching the words in List B is concerned, I would teach the patterns first. I
would start with the -ous words such as nervous, tremendous, stupendous, etc. They are
found from pages 884-891. You might want to show your students how many there are, but
20. 22
don’t ever try to teach them all. Just teach the common everyday -ous words from humorous
to jealous. Then I would teach the ci digraph and show how it combines with -al to form the
shul sound in racial, special, commercial, etc. Then show how it combines with -ous to form
“shus” words such as delicious, vicious, gracious, ferocious, and malicious. Then I would
teach the ti digraph which they intuitively know because they know all about the shun words
spelled -tion. What they never realized is that the sh sound of -tion was ti and the un sound
was on. Now, when they add al to ti to get -tial they know it’s “shul” as in partial, martial,
initial etc. Then the relationship between ambitious and ambitions is more apparent, even
though the initial appearance of the two words is almost identical. The word ambitious has
the ti + ous pattern, while the word ambitions has the tion pattern plus s.
Using the Alphabetic Index as a Rhyming Dictionary
Play at poet, I know it. Rimes for the times and rhymes that are crimes. Jingles for singles.
Whys for the wise are all writing, spelling, and even thinking activities that lead students into
enjoying the learning of language and the playing with words. You can take any word, look it
up in the index and find words that share the same pattern. You will also find reference to
other pages where there is a different spelling pattern for the same sound—hence it functions
as a rhyming dictionary. Look up the word past and you will find a reference to the page
where you can find the -assed family. At last we were passed past the guard.