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Spelling Mechanics Homeschool Word Study Level 6 Unit 1 ph, gh On the actual CD you will receive a .doc copy that can be manipulated to fit your personal word needs. Also, all files will be separated into unit folders, not on one PDF document and will be labeled as such. Please email me with any questions. Ann Cowan
Please note T=Teacher page; U=Student unit; K=Unit Key;
S=Sort; t=Unit test; Tk=Test Key. Labels used only on samples.
© 2009 Mattmann and Cowan Rev. 2012
© 2009 Mattmann and Cowan F
Unit 1: ph, gh
In this lesson students learn:
to differentiate between words that spell the /f/ sound with “ph” or “gh,” and
to review the idea that sometimes “gh” is silent.
Beginning the year: During this first week, give pretests of high frequency words to give the
students a beginning for their independent spelling list. In correcting these tests, print the correct
spellings next to the words. Students will copy these into their Personal Word List section of
their spelling notebook. They will build five-word lists from these. For very good spellers who
are getting few wrong, they can draw their five word lists from the sorts in the lesson (probably
from Level C). You will gather from their writing as well. Some will always need to supplement
their lists from the high level sorts because they are good spellers overall. They can also keep an
eye out for challenging words they come across in their reading to add to their lists.
First year of implementation:
We recommend that students have a background in how English developed. In this unit, students
are referred to the Anglo-Saxons. There is an interesting activity in Grade 5 (Level E), Unit 2 in
which students explore the lives of the early speakers of English through the words they used
(and which we still use today.) Before beginning this unit, your students might benefit from
doing the part of that fifth grade unit in which they delve into dictionaries with etymologies to
find old words the Anglo-Saxons used.
Unit 2 is the first lesson this year where Greek and Latin roots and prefixes are stressed. To
understand how these languages play a part in English, you may wish to present the entire unit or
parts of the fifth grade (level E) unit 8 (meaningful chunks from Greek and Latin) and fifth grade
unit 15 (etymologies).
We recommend the American Heritage Student Dictionary for grades 5 and 6. This dictionary
has etymologies for many, but not all, of the words. It is also recommended that you make at
least one copy of a high school dictionary, which has etymologies for every word, available to
your students. American Heritage also publishes a high school dictionary.
Lesson Focus
The “ph” and “gh” patterns remind us of how language reflects the people who speak it.
The “gh” is very much an Anglo-Saxon pattern. It’s found in basic, everyday words like fight,
ghost, laugh, and daughter. The Greeks brought much more complex ideas and words to the
language and the “ph” spelling along with its /f/ sound. The Anglo-Saxons knew of fighting and
winning; the Greeks spoke of “triumph.”
“Haughty” comes from an Old French word, haut, meaning ”high.” Old French was the
language of the Normans who invaded England. If the Anglo-Saxons had no word for such an
attitude, the ruling class of Normans brought it to them.
© 2009 Mattmann and Cowan F
A. Guide students through Part A.
B. Let students do Part B on their own later. Skip to Part C with class.
C. Work through Part C together.
D. As a test of understanding, use the following categories of word types for a class sort.
You may write them on the board or copy and cut out the categories at the end of this
document.
/f/ at beginning /f/ at end, plain word /f/ at end, fancy word silent ”gh” at the
middle or end
Randomly read the words from Sort A to the class. Find these words at the end of this
document to copy and cut out. Which category would they put the word in based on the
sounds?
E. Have children continue with unit independently.
Reference Section: Students cut out the chart in Part B and paste it in their notebooks.
Sorts: Students will be given their own level of words for this unit’s sorts. For parts one and two,
you might wish to have students who are working on the same sort pair up to give practice with
their own words.
The level C sort has many difficult words. You may wish to have students who would use this
sort choose a portion of the words to study in order to learn meanings and usage.
Student Sorts: All words in the student sorts are from Greek except for those mentioned below:
enough, cough, laugh, taught, fought,
caught, thigh, rough (all O.E.)
thorough (M.E.)
camphor (Arabic)
cipher (Arabic)
decipher (Arabic)
gopher (French)
typhoon (Chinese)
Differentiation: The student sorts A, B, and C may be given to the appropriate students for
study.
Integrating Sorts into the Classroom Routine Word sorting is most effective if time is taken to discuss what students are noticing and what
they are learning as they do word sorts. Rarely is it enough just to have the students sort words
on their own with no discussion. Once the word study discovery lesson has been taught and
students are working independently, it is helpful to meet with your sort groups, one group at a
time. (See General Teacher Resources for a document on types of word sorts and directions for
doing them.)
What can be done during a sort meeting?
Go through a sort the children have already done and have them check their sort as the
group reports which words go in each category and why. The teacher may write the sort
© 2009 Mattmann and Cowan 1-4 F
on a whiteboard as the children call out words. Errors can be corrected; this first sort
serves as a way for children to check themselves in subsequent sorts.
You can sort together, especially the Level A group or any group whenever the skill
warrants it. Have the children bring their cut out sort words to the small group. After
placing the categories, they take turns finding a word and placing it correctly while
explaining to the group the reason for their choice. Students may write the sort in their
notebook as they do this.
Go through definitions, especially with Sort C. Discuss how the words would be used in
sentences. You might also have a “dictionary party” and look up words in the small
group.
Depending on your children’s needs, meet with sort groups to go over difficult parts of
the unit.
What will other children do while you meet with a sort group?
They can work on other word study work: complete the spelling unit, do their first sort,
build a personal word list, or play a spelling game. Sort C students, especially, can look
up unknown words in the dictionary, and prepare for their sort meeting to go over word
meanings.
During an independent work time, students may work on any other academic work
while you meet with sort groups.
Silent Reading time is an ideal time to meet with a sort group. You would rotate this so
the same group is not missing this valuable reading time.
Launch Pad Previous Lessons for
Re-teaching or Practice
Gr.5-Units 7 & 8 (-ion)
Gr. 5-Unit 5 (Silent Letters)
Gr. 5-Unit 4 (I Before E)
History of English-General Sixth Grade Resources folder
Gr. 5-Unit 2 Old English
Gr. 5-Unit 9 Putting Words Together in Meaningful Chunks
Gr. 5-Unit 16 Etymology
Web Look, Cover, Write, Check (click on “ph” and “igh”)
Online Etymology Dictionary
© 2009 Mattmann and Cowan 1-5 F
/f/ at beginning
/f/ at end, plain word
/f/ at end, fancy word
silent ”gh” at the
middle or end
gh ph
graph gopher
dolphin elephant
© 2009 Mattmann and Cowan 1-6 F
paragraph pamphlet
taught fought
Silent gh beginning
hyphen telephone
nephew orphan
sphere enough
caught thigh
middle end
earphone phrase
trophy triumph
© 2009 Mattmann and Cowan 1-7 F
cough laugh
rough thorough
© 2009 Mattmann and Cowan 1-8 F
Unit 1: ph and gh
A. Words beginning with “ph”
Find 10 words in the dictionary that begin with ‘ph’
and have an etymology listed. Write the word and a
brief definition, either from the dictionary or from your knowledge. Tell from
what language the word comes originally. Work in pairs or on your own.
Word Brief Definition Original Language
What do you notice about origin of these words? ______________________________________
______________________________________________________________________________
© 2009 Mattmann and Cowan 1-9 F
B. A New Language
English is actually a Germanic language. The Angles, Saxons, and Jutes who came to
Britain originally came from Germany and Denmark. The longer they were away from their
homeland, the more their language changed, gradually sounding less like German. Eventually
they thought of themselves as Britons rather than Germans.
You will notice that early English words (Anglo-Saxon or Old English) have German
sounds. When you pronounce the Old English word in the dictionary, you will pronounce every
letter. These words are the oldest English words and we still use many of them, though the
pronunciation has changed. This means the letters in the words don’t always match the way the
word is spoken which sometimes makes spelling them a challenge.
Words Containing “gh” and “ph”
Word Original Language Word Original Language
enough elephant
tough triumph
laugh paragraph
daughter trophy
fought (use the origin of “fight” here) alphabet
Think back to the Anglo-Saxons, simple people who spoke words they needed for everyday life.
What kind of words in the chart above are from Old English? (Don’t just list the words.)
__________________________________________________________________
__________________________________________________________________
What do you notice about the pronunciation of ‘gh’ in these words?_______________________
______________________________________________________________________________
What kind of words are the ‘ph’ words compared with the Old English words?
______________________________________________________________________________
______________________________________________________________________________
© 2009 Mattmann and Cowan 1-10 F
C. Etymology:
Look up “haughty” in the dictionary and explain its history: _____________________________
______________________________________________________________________________
The ‘gh’ is silent in this word, and many Old English words have this silent ‘gh’ which used to
be pronounced. However, this word isn’t Old English. Explain why it makes sense that the word
isn’t Old English and comes from the language that it does. (Remember your history of Engl ish!)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
PART ONE —Missing Parts Choose 5 words from your sort. Leave out the “ph” or “gh.” You may also leave
out letters immediately before or after “ph” or “gh.” Then write a definition. See
if a partner can figure out your word and write the entire word in the last column.
Definition Clue Word My Partner’s Guess
Success or victory trium**
PART TWO— Matching
Write 10 words (from your sort) that are different from Part One in the “Word Box.” List 10
definitions in mixed order on the “Definitions” lines. Have a partner write words from the word
box in the correct blanks.
Word Box
© 2009 Mattmann and Cowan 1-11 F
Definition (Mix up the order!)
My Partner’s Guess
PART THREE—Review of “ion”
A. Write the base word of the following words in the blank.
1. competition ________________________
2. definition ________________________
3. opposition ________________________
4. imagination ________________________
5. proposition ________________________
How do you add ‘ion’ to base words that end in silent ‘e?’ ______________________________
_____________________________________________________________________________
B. Write the base word of the following words in the blank.
1. prevention ________________________
2. digestion ________________________
3. direction ________________________
What do you notice about adding “ion” to these roots? _________________________________
______________________________________________________________________________
C. Fill in the chart, following the pattern.
© 2009 Mattmann and Cowan 1-12 F
How do you add “ion” to words ending in “it?” _______________________________________
______________________________________________________________________________
PART FOUR—Silent Letters
A. Put a suffix on the following words that will make the silent letter say its name.
sign 1. What ______________________ will the catcher give the pitcher?
crumb 2. This flaky cookie will ______________________ when I bite into it.
design 3. The teacher will ______________________ someone to collect the test papers.
bomb 4. The rock star’s fans will ________________ him with requests for autographs.
muscle 5. Preparing for the triathlon made the athlete’s body even more______________.
B. Put a suffix on the following words that will make the last consonant lose its sound.
moist 6. I will ________________ this cloth and put it on your feverish forehead.
soft 7. Soaking chicken bones in vinegar will ________________ them.
haste 8. Put fertilizer in the soil to ________________ the plant’s growth.
fast 9. Be sure to lock the front door; I will ________________ the back door.
PART FIVE—“I before E”
Write “ie” or “ei” in the short blank. Then rewrite the entire word in the long blank.
1. cash____r 1. _________________________
2. d____sel 2. _________________________
3. counterf____t 3. _________________________
4. gr____vance 4. _________________________
admit admission
permit _________________________
_________________________ commission
_________________________ submission
© 2009 Mattmann and Cowan 1-13 F
5. surv____llance 5. _________________________
6. polterg____st 6. _________________________
7. dec____ve 7. _________________________
8. fahrenh____t 8. _________________________
PART SIX—What’s the Big Idea?
Write about your understanding of this unit’s patterns.
Your topic sentence should be general. What are the patterns and what sounds do
they make?
How are the patterns similar and different? Include language origins, where they
can be found in words, the role of the word meanings
Include examples after each rule part. Don’t wait until the end!
Use phrases like “for example,” “a word that shows this is,” “such as,” “for
instance,” “to illustrate,” and “including.”
Your conclusion should sound finished and should echo the ideas in the topic
sentence.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© 2009 Mattmann and Cowan 1-14 F
Unit 1: ph and gh
A. Words beginning with
“ph”
Find 10 words in the dictionary that begin with ‘ph’ and
have an etymology listed. Write the word and a brief definition, either from the
dictionary or from your knowledge. Tell from what language the word comes
originally. Work in pairs or on your own.
Word (samples) Brief Definition Original Language
phaeton
phalanx
phantasm
phantom
pharmacy
phase
pheasant
phenomenon
philanthropy
phlox
What do you notice about origin of these words? They’re Greek
© 2009 Mattmann and Cowan 1-15 F
B. A New Language
English is actually a Germanic language. The Angles, Saxons, and Jutes who came to
Britain originally came from Germany and Denmark. The longer they were away from their
homeland, the more their language changed, gradually sounding less like German. Eventually
they thought of themselves as Britons rather than Germans.
You will notice that early English words (Anglo-Saxon or Old English) have German
sounds. When you pronounce the Old English word in the dictionary, you will pronounce every
letter. These words are the oldest English words and we still use many of them, though the
pronunciation has changed. This means the letters in the words don’t always match the way the
word is spoken, which sometimes makes spelling them a challenge.
Words containing “gh” and “ph”
Word Original Language Word Original Language
enough Old English elephant Greek
tough Old English triumph Greek
laugh Old English paragraph Greek
daughter Old English trophy Greek
fought (use the origin of “fight” here)
Old English
alphabet Greek
Think back to the Anglo-Saxons, simple people who spoke words they needed for everyday life.
What kind of words in the chart above are from Old English? (Don’t just list the words.)
They’re simple words for every day use.
What do you notice about the pronunciation of ‘gh’ in these words?_It is either the /f/
sound at the end of the word, or it is silent in the middle of the word.
What kind of words are the ‘ph’ words compared with the Old English words? They’re for
fancier ideas that the Anglo-Saxons wouldn’t have used.
© 2009 Mattmann and Cowan 1-16 F
C. Etymology:
Look up “haughty” in the dictionary and explain its history: Comes from the Old French word
meaning “high.”
The ‘gh’ is silent in this word, and many Old English words have this silent ‘gh’ which used to
be pronounced. However, this word isn’t Old English. Explain why it makes sense that the word
isn’t Old English and comes from the language that it does. (Remember your history of English!)
“Haughty” isn’t the kind of everyday word the Anglo-Saxons would have needed. The
Normans brought it to England when they invaded.
PART ONE —Missing Parts Choose 5 words from your sort. Leave out the “ph” or “gh.” You may also leave
out letters immediately before or after “ph” or “gh.” Then write a definition. See
if a partner can figure out your word and write the entire word in the last column.
Definition Clue Word My Partner’s Guess
Success or victory trium**
PART TWO— Matching
Write 10 words (from your sort) that are different from Part One in the “Words” box. List 10
definitions in mixed order on the “Definitions” lines. Have a partner write words from the word
box in the correct blanks.
Word Box
© 2009 Mattmann and Cowan 1-17 F
Definition (Mix up the order!)
My Partner’s Guess
PART THREE—Review of “ion”
A. Write the base word of the following words in the blank.
6. competition compete
7. definition define
8. opposition oppose
9. imagination imagine
10. proposition propose
How do you add ‘ion’ to base words that end in silent ‘e?’ Change the silent “e” to “i” or
“a” and add “tion.”
B. Write the base word of the following words in the blank.
4. prevention prevent
5. digestion digest
6. direction direct
What do you notice about adding “ion” to these roots? You just add “ion.”
© 2009 Mattmann and Cowan 1-18 F
C. Fill in the chart, following the pattern.
admit admission
permit permission
commit commission
submit submission
How do you add “ion” to words ending in “it?” Change the “t” to “ss” and add “ion.”
PART FOUR—Silent Letters
A. Put a suffix on the following words that will make the silent letter say its name.
sign 1. What signal will the catcher give the pitcher?
crumb 2. This flaky cookie will crumble when I bite into it.
design 3. The teacher will designate someone to collect the test papers.
bomb 4. The rock star’s fans will bombard him with requests for autographs.
muscle 5. Preparing for the triathlon made the athlete’s body even more muscular.
B. Put a suffix on the following words that will make the last consonant lose its sound.
moist 6. I will moisten this cloth and put it on your feverish forehead.
soft 7. Soaking chicken bones in vinegar will soften them.
haste 8. Put fertilizer in the soil to hasten the plant’s growth.
fast 9. Be sure to lock the front door; I will fasten the back door.
PART FIVE—“I before E”
Write “ie” or “ei” in the short blank. Then rewrite the entire word in the long blank.
9. cash____r 1. cashier
10. d____sel 2. diesel
11. counterf____t 3. counterfeit
© 2009 Mattmann and Cowan 1-19 F
12. gr____vance 4. grievance
13. surv____llance 5. surveillance
14. polterg____st 6. poltergeist
15. dec____ve 7. deceive
16. fahrenh____t 8. fahrenheit
PART SIX—What’s the Big Idea?
Write about your understanding of this unit’s patterns.
Your topic sentence should be general. What are the patterns and what sounds do
they make?
How are the patterns similar and different? Include language origins, where they
can be found in words, the role of the word meanings
Include examples after each rule part. Don’t wait until the end!
Use phrases like “for example,” “a word that shows this is,” “such as,” “for
instance,” “to illustrate,” and “including.”
Your conclusion should sound finished and should echo the ideas in the topic
sentence.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© 2009 Mattmann and Cowan 1-20 F
Level A
Directions: Sort by ph and gh letter pattern AND THEN whether the pattern is in the beginning, middle or at the end.
gh ph Silent gh beginning middle end
graph gopher hyphen telephone earphone phrase
dolphin elephant nephew orphan trophy triumph
paragraph pamphlet sphere enough cough laugh
taught fought caught thigh rough thorough
Word Sort 2: Hear It! Sort It!
Directions: Work with a partner. Write your patterns across the top row. Your partner will read a word to you. Listen for the patterns in each
word. Tell your partner which pattern the word follows. He or she will give you the word to place in the column you said. After all words are
sorted read each column and make changes if needed. Then switch roles. When you and your partner both finish sorting the words, write all the
words in each column on a piece of paper.
© 2009 Mattmann and Cowan 1-21 F
Level B
Directions: Sort by ph and gh letter pattern AND THEN whether the pattern is in the beginning, middle or at the end.
gh ph Silent gh beginning middle end
trophy triumph trough amphibian haughty slaughter
physical sapphire sophomore graphite cipher decipher
emphasize geography biography prophecy sphinx symphony
pamphlet typhoon typhoid nymph triumphant pheasant
Word Sort 2: Hear It! Sort It!
Directions: Work with a partner. Write your patterns across the top row. Your partner will read a word to you. Listen for the patterns in each
word. Tell your partner which pattern the word follows. He or she will give you the word to place in the column you said. After all words are
sorted read each column and make changes if needed. Then switch roles. When you and your partner both finish sorting the words, write all the
words in each column on a piece of paper.
Level C
Directions: Sort by ph and gh letter pattern AND THEN whether the pattern is in the beginning, middle or at the end.
gh ph Silent gh beginning middle end
© 2009 Mattmann and Cowan 1-22 F
amphitheater apostrophe atmosphere physics cacophony phoenix
calligraphy choreograph chlorophyll ephemeral esophagus phenomenon
petroglyph hieroglyphics paraphrase philosophy periphery pharmacy
xylophone distraught fraught camphor euphoric sophisticated
Word Sort 2: Hear It! Sort It!
Directions: Work with a partner. Write your patterns across the top row. Your partner will read a word to you. Listen for the patterns in each
word. Tell your partner which pattern the word follows. He or she will give you the word to place in the column you said. After all words are
sorted read each column and make changes if needed. Then switch roles. When you and your partner both finish sorting the words, write all the
words in each column on a piece of paper.
© 2009 Mattmann and Cowan 1-23 F
Unit 1: ph, gh
Part 1 – My Words
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
Part 2 – Add “ph” or “gh” to the word and write the WHOLE word in the long blank.
1. trium____ (a victory)
1. __________________________
2. rou____ (not smooth)
2. __________________________
3. ____rase (part of a sentence)
3. __________________________
4. dau____ter (not my son)
4. __________________________
5. dol____in (like a fish) 5. __________________________
6. paragra____ (section of writing)
6. __________________________
Write the whole word for 7-10.
7. too chewy; this meat is very _________ 7. __________________________
8. past tense of “catch.” I _______ a fish. 8. __________________________
9. I have a cold; I have a bad ___________. 9. __________________________
10. It’s not funny, but still you ________. 10. __________________________
© 2009 Mattmann and Cowan 1-24 F
Part 3–Add “ion” or “tion.” Write the WHOLE word. Don’t forget to make letter changes
if necessary!
1. admire ___________________________ 6. prevent ___________________________
2. compete___________________________ 7. permit ___________________________
3. admit ___________________________ 8. digest ___________________________
4. define ___________________________ 9. imagine ___________________________
5. direct ___________________________ 10. oppose ___________________________
Part 4– Silent Letters. Add the letters necessary to make the silent letter make its sound.
Write the WHOLE word in the sentence
sign 1. The morning alarm is a ______________________ to get up.
crumb 2. A cliff will ______________________ over hundreds of years of weather.
design 3. Will you ______________________ someone to lead us to art class?
bomb 4. A young child will ______________________ you with questions.
muscle 5. Walking makes your legs more________________________.
Part 5 – ei and ie
Use the “clue” letters to help you. Write the WHOLE new word in the blank.
1. r_____ns ___________________ 6. perc____ve ___________________
2. h____ght ___________________ 7. counterf____t ___________________
3. p____ce ___________________ 8. d____sel ___________________
4. br____f ___________________ 9. cash____r ___________________
5. rec____ve ___________________ 10. w____gh ___________________
© 2009 Mattmann and Cowan 1-25 F
Unit 1: ph, gh
Part 1 – My Words
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
Part 2 – Add “ph” or “gh” to the word and write the WHOLE word in the long blank.
1. trium____ (a victory)
1. triumph
2. rou____ (not smooth)
2. rough
3. ____rase (part of a sentence)
3. phrase
4. dau____ter (not my son)
4. daughter
5. dol____in (like a fish) 5. dolphin
6. paragra____ (section of writing)
6. paragraph
Write the whole word for 7-10.
7. too chewy; this meat is very _________ 7. tough
8. past tense of “catch.” I _______ a fish. 8. caught
9. I have a cold; I have a bad ___________. 9. cough
10. It’s not funny, but still you ________. 10. laugh
© 2009 Mattmann and Cowan 1-26 F
Part 3–Add “ion” or “tion.” Write the WHOLE word. Don’t forget to make letter changes
if necessary!
1. admire admiration 6. prevent prevention
2. compete competition 7. permit permission
3. admit admission 8. digest digestion
4. define definition 9. imagine imagination
5. direct direction 10. oppose opposition
Part 4– Silent Letters. Add the letters necessary to make the silent letter make its sound.
Write the WHOLE word in the sentence
sign 1. The morning alarm is a signal to get up.
crumb 2. A cliff will crumble over hundreds of years of weather.
design 3. Will you designate someone to lead us to art class?
bomb 4. A young child will bombard you with questions.
muscle 5. Walking makes your legs more muscular.
Part 5 – ei and ie
Use the “clue” letters to help you. Write the WHOLE new word in the blank.
1. r_____ns reins 6. perc____ve perceive
2. h____ght height 7. counterf____t counterfeit
3. p____ce piece 8. d____sel diesel
4. br____f brief 9. cash____r cashier
5. rec____ve receive 10. w____gh weigh