# Speech to Print Workbook ## Language Exercises for Teachers ### Third Edition #### Louisa Cook Moats, Ed.D. Moats Associates Consulting, Inc. Sun Valley, Idaho and **Bruce L. Rosow, Ed.D.** Windham Central Supervisory Union Williamsville, Vermont #### Baltimore • London • Sydney Excerpted from Speech to Print Workbook Third Edition by Louisa Cook Moats, Ed.D. and Bruce Rosow, Ed.D. --- # Contents - About the Downloads.....ix - About the Authors.....xi Chapter 1 To the Student.....1 How to Use This Workbook.....2 What's the Big Idea?.....3 Preliminary Exercise: Identify Features of a Word's Linguistic Structure and Meaning.....4 Knowledge and Practice Standards for Teachers of Reading.....4 How to Use the Survey of Language Knowledge.....7 Survey of Language Knowledge.....8 Chapter 1 Answer Key.....10 Chapter 2 Phonetics.....11 Exercise 1, Phoneme Counting.....12 Exercise 2, Why Phonemes Are Elusive.....13 Exercise 3, Identify the Third Phoneme.....13 Exercise 4, Rationale for Phonetic Alphabet and Transcription.....14 Exercise 5, Distinctive Features of Phonemes.....14 Exercise 6, Discover the Consonant Sounds of English.....15 Exercise 7, Exploring the Glides.....17 Exercise 8, Partner Fun with Consonant Tiles.....18 Exercise 9, Identify First and Last Consonant Phonemes in Words.....18 Exercise 10, Analyze Student Consonant Spelling Errors.....19 Chapter 2 Answer Key.....29 Chapter 3 Phonology.....37 Exercise 21, Phoneme Sequences.....38 Exercise 22, Syllable Boundaries.....39 Exercise 23, Internal Syllable Structure.....39 Exercise 24, Detecting Syllable Stress.....40 Exercise 25, Analyzing Student Spelling Errors.....41 Exercise 26, Speech Production: Pronunciation of Multisyllable Words.....41 Exercise 27, Phonological Memory, Retrieval, and Naming.....42 Exercise 28, The Progression of Phoneme Awareness Development.....43 Exercise 29, Phoneme Awareness Tasks.....44 Exercise 30, Minimal Pairs and Construction of Word Chains.....45 Exercise 31, Phonetic Variation and Allophones.....45 Exercise 32, Identifying Schwa and Syllable Stress.....46 Exercise 33, Vowel Nasalization.....47 Exercise 34, Aspirated and Deaspirated Voiceless Stops /p/, /t/, /k/.....48 Exercise 35, Flapping, Affrication of /t/ and /d/, and Vowel Raising.....49 Exercise 36, More Phonetic Transcription, with Marking of Allophonic Variation.....50 Exercise 37, Spelling Error Analysis.....51 Textbook Supplement: Teaching Phoneme Awareness.....54 Chapter 3 Final Quiz.....58 Chapter 3 Answer Key.....60 Chapter 4 The Structure of English Orthography.....69 Exercise 38, Meaning and Sound.....70 Exercise 39, Sorting Words by Language of Origin.....70 Exercise 40, Word Construction by Morpheme.....71 Exercise 41, What Is a Grapheme?.....72 Exercise 42, Consonant Blends and Digraphs Within Syllables and Morphemes.....73 Exercise 43, Hard c (/k/) and Soft c (/s/), Progression of Word Study.....74 Exercise 44, Word Sorts with Phoneme /k/.....76 Exercise 45, Spellings for Affricates /t∫/ and /dZ/ (/ch/ and /j/).....78 Exercise 46, Final Complex Consonant Review.....79 Exercise 47, Vowel Alternations or “Choice” Spellings, /yu/ and /u/.....80 Exercise 48, Six Types of Syllables.....81 Exercise 49, VCV Syllable Division.....83 Exercise 50, When (and How) Schwa Happens.....84 Exercise 51, Rules for Adding Suffixes.....86 Exercise 52, Lexical Mapping of “Spell”.....91 Chapter 4 Final Quiz.....92 Chapter 4 Answer Key.....94 Chapter 5 Morphology.....105 Introductory Self-Assessment.....106 Exercise 53, Why Morphology Is Important for Reading and Spelling.....108 Exercise 54, Categories of Morphemes.....110 Exercise 55, The Meaning of Compounds.....111 Exercise 56, Common Anglo-Saxon Prefixes and Suffixes.....112 Exercise 57, Latin-Based Prefixes, Roots, and Suffixes.....114 Exercise 58, Assimilated Prefixes.....116 Exercise 59, Greek Combining Forms.....119 Exercise 60, Inflectional and Derivational Suffixes.....119 Exercise 61, Past Tense and Other Inflectional Suffixes.....120 Exercise 62, Derivational Suffixes and Parts of Speech.....123 Exercise 63, Stress Patterns Shift in Longer Words.....124 Exercise 64, Suffixes with Soft ti, ci, and si.*.....126* Exercise 65, Derivational Complexity, Part 1.....128 Exercise 66, Derivational Complexity, Part 2.....129 Exercise 67, Word Building by Morpheme.....129 Exercise 68, Morpheme Maps for Assessment and Instruction.....130 Informal Assessment of Morphological Knowledge.....131 Chapter 5 Final Quiz.....133 Chapter 5 Answer Key.....135 Chapter 6 Syntax.....147 Pretest: A Lexical Map for the Word Syntax.*.....148* Exercise 69, Academic Written Language.....148 Exercise 70, Syntax and Written Expression: Phrase Structure and Slot Filling.....149 Exercise 71, Syntax and Reading Comprehension: Follow the Verb.....150 Exercise 72, Descriptive versus Prescriptive Grammar.....150 Exercise 73, Evidence for a Mental Grammar.....151 Exercise 74, Sentence Frameworks: Slots for Words.....153 Exercise 75, Locating Simple Subjects and Main Verbs.....154 Exercise 76, Parts of Speech.....155 Exercise 77, Participles.....156 Exercise 78, The Noun Phrase, Its Roles, and Argument Structure.....158 Exercise 79, Phrases.....160 Exercise 80, The Behavior of Verbs.....163 Exercise 81, Sorting Phrases, Dependent Clauses, and Independent Clauses.....164 Exercise 82, Conjunction Junction.....166 Exercise 83, Editing and Revising Student Writing.....167 Exercise 84, How Sentences Grow.....170 Exercise 85, Sentence Combining.....171 Exercise 86, Identifying Students’ Syntactical Errors.....172 Chapter 6 Final Quiz.....174 Chapter 6 Answer Key.....176 ### Chapter 7 Semantics.....189 Exercise 87, The Simple View of Reading.....190 Exercise 88, Factors Affecting Language and Reading Comprehension.....191 Exercise 89, Lexical Networks in the Brain.....193 Exercise 90, Evolving Word Meanings: Difficult for English Learners.....194 Exercise 91, Lexical Quality: Shallow or Deep?.....195 Exercise 92, Multiple Meaning Headlines.....196 Exercise 93, Definitions and Semantic Features.....196 Exercise 94, Superordinate and Subordinate Categories with Application to Power Outlining.....197 Exercise 95, Synonyms.....199 Exercise 96, Formal Marking of Semantic Features.....200 Exercise 97, Antonyms.....201 Exercise 98, Multiple Meaning Word Map (Polysemy).....202 Exercise 99, Idioms.....203 Exercise 100, Metaphor.....204 Exercise 101, Simile.....205 Exercise 102, Vocabulary Instruction.....206 Exercise 103, Paraphrase.....207 Exercise 104, Phrasing.....209 Exercise 105, Recipe for a Noun Phrase: The Order of Adjectives.....211 Exercise 106, How to Satisfy a Verb.....212 Exercise 107, Co-referents, Anaphora, and Cohesive Devices.....214 Exercise 108, Signal Words: Conjunctions and What They Signal.....216 Exercise 109, Integration of Meaning.....218 Chapter 7 Final Quiz.....221 Chapter 7 Answer Key.....223 *Speech to Print Workbook Final Exam.....235* Appendix A Phoneme Tile Templates.....239 Appendix B Developmental Spelling Inventories.....243 Excerpted from Speech to Print Workbook Third Edition by Louisa Cook Moats, Ed.D. and Bruce Rosow, Ed.D. --- ## About the Authors ### Louisa Cook Moats, Ed.D., President, Moats Associates Consulting, Inc., Sun Valley, Idaho Dr. Moats has been a teacher, psychologist, researcher, graduate school faculty member, consultant, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She earned her bachelor of arts degree from Wellesley College, her master’s degree at Peabody College of Vanderbilt, and her doctorate in reading and human development from the Harvard Graduate School of Education. She began her professional career as a neuropsychology technician, teacher of students with learning disabilities, curriculum director in a residential school, and education specialist in a hospital learning clinic. After completing her doctorate, she spent 15 years in private practice as a licensed psychologist in Vermont, specializing in evaluation and consultation with individuals of all ages who experienced learning problems in reading and language. ### Bruce L. Rosow, Ed.D., Special Educator, Windham Central Supervisory Union, Vermont, Post Office Box 66, Williamsville, Vermont 05362 Dr. Rosow completed his doctoral studies in educational psychology at American International College. He began his career as an intermediate grade classroom teacher at Guilford Elementary School in Southern Vermont before moving into a remedial instruction role teaching word study and math. During this time, Dr. Rosow worked with Dr. Moats to design word study lessons for diverse students based on the principles of structured language instruction. One result was Spellography (with Louisa Cook Moats; Sopris West, 2003), a word study curriculum for intermediate and middle school students.