The Elementary Spelling Book, being an Improvement on the American Spelling Book · No. 119 · Part 7: Long words and common endings
86. Four syllables, accented on the second: diameter, ambassador
Goal: Your child reads and spells four-syllable words accented on the second syllable, and knows the book's rule about -ate.
You'll need
- The book, open to this table
- A slate, small whiteboard, or paper and pencil
What's in the book
The page begins with words such as triangular, diameter, administer, ambassador, progenitor (probably the end of No. 118). No. 119 is headed "Words of four syllables, accented on the second", with a note that an unmarked a in the ending ate does not have its full long sound. Its words run onto the next page: procrastinate, predestinate, compassionate, affectionate, unfortunate, and indicative, prerogative, superlative.
The lesson, step by step
The pattern
Four beats, second strong: "di-AM-e-ter", "un-FOR-tu-nate". As in Nos. 66 and 90, the a in -ate is light here.
Read the table aloud
The words at the top of this page may be the end of No. 118; read them first. Then read the No. 119 words, which run onto the next page. Some of them:
triangular, diameter, administer
ambassador, progenitor
procrastinate, compassionate, affectionate
unfortunate, indicative, superlative
Spell aloud by syllables
Spell each word a syllable at a time, the way Webster's pupils did: spell the first syllable and say it, spell the next and say it, then say the whole word.
Sayd, i, di; a, m, am; e, e; t, e, r, ter; diameter.
Sayu, n, un; f, o, r, for; t, u, tu; n, a, t, e, nate; unfortunate.
Do a column this way while looking, then cover it and spell a few from memory.
Read the rule
Read the note under the heading with your child. It says that an unmarked a in -ate is not a full long a. Say "unfortunate" naturally, and notice the ending sounds like "-nit".
Dictation
Say each word, use it in a short sentence of your own, and say it again. Your child writes it. Try these: diameter, ambassador, affectionate, unfortunate.
Check together against the book. Any word that came out wrong goes on a card for tomorrow.
Review
Finish with the cards from earlier days: your child reads and spells each one. Put a card away after three right days in a row.
Tip
If a long word is hard, cover all but the first syllable with a card, then slide the card along one syllable at a time.