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Copyright © 2015 Pedia Learning, Inc. Copyright © 2015 Pedia Learning, Inc.

I didn’t know it could be done, but Pedia Learning has somehow made a great curriculum even better. Their experience and insight into how Logic of English Essentials has been implemented in homes and classrooms across the nation has helped them expand this program to meet the needs of even more students of all levels and strengths.

Added levels of spelling and vocabulary lists will help the teacher of multiple levels work with all students and allow the program to be used for multiple years. Color-coded symbols and notes will make quick reference and teaching even easier. By providing quick assessments and a flexible schedule, students will be able to work at an appropriate pace while having their individual needs met.

We have seen tremendous success in the many students with whom we work who are using Essentials. Moms and teachers love the easy to use and understand format and share that they are often learning as much as their students. Thank you, Denise, for taking the mystery out of the English language for us.

— Nancy Bjorkman, Heppner’s Legacy Homeschool Resources; Homeschool Veteran and Consultant

Praise for the First Edition

Comprehensive, clearly presented, interesting, and complete, The Logic of English Essentials provides teachers a holistic way to teach English reading, spelling, writing and grammar. Whether a beginning, struggling, or adult student, you will find this an exciting and fun guide to developing proficient readers and spellers. This is truly a “new paradigm” for teachers and students.

—Dr. Robert Sweet, Jr., President, National Right to Read Foundation

The Logic of English Essentials curriculum fills a huge need in helping native and non-native English students understand how our language works. Finally, I don’t have to keep saying, “That’s an exception.” Now I can give my students the tools to understand written English in a way that’s relevant and meaningful so they can read and write proficiently.

—Homeschool Parent and ESL Teacher

Crying tears of joy, joy, joy! My 14-year-old daughter, who has severe processing issues and who has had so much difficulty learning to read, is now reading on an upper middle school level! Last summer she was on a 3rd grade reading level. We started Logic of English Essentials in January and are just finishing lesson 30. I can't wait to see how she is reading when she has finished with the entire program!

—Kim W., Teacher and Homeschool Parent

Welcome to Essentials!Logic of English Essentials is designed to introduce students ages eight and above to the linguistic structure of English. Essentials improves spelling, develops vocabulary, and strengthens both decoding and comprehension in struggling readers.

The phonetic system we use to write English words, while complex, is remarkably logical and consistent. In Essentials, you and your students will discover together the 74 written phonograms and 31 spelling rules that accurately describe 98% of English words. The program also teaches the linguistic and morphological factors influencing many of the 2% of words that do not fully follow the phonics rules. Not only will students discover these concepts, but they will also strengthen their critical thinking skills about language as they analyze words and practice applying the concepts to reading and spelling English words.

This Teacher's GuideThe Essentials Teacher’s Guide provides fully scripted lessons, including activities, application, practice, assessment, and review, along with teacher supports and tips. The teacher’s guide for Volume 1 includes Essentials Lessons 1-15. Lessons 16-30 are contained in the teacher's guide for Volume 2, which introduces the remaining phonograms, concepts, and rules.

In the IntroductionThe introductory pages that follow will guide you through some of the most important concepts and techniques you will need for teaching Essentials successfully. (You will find many more tips, in addition to the scripted instructions, within the pages of each lesson.) The Introduction includes a list of Materials needed to teach Essentials, the Scope and Sequence for the lessons, and a key to the the Symbols used in this teacher’s guide.

In addition, sections on teaching the lessons include an explanation of how to use the Placement Test and Pre-Lessons, the reasons and best practices for teaching Phonograms, guidance about the Three Levels of spelling and vocabulary instruction included within Essentials, information about the role of Handwriting in reading and spelling instruction, how to choose between Cursive and Manuscript, guidelines for using the Assessments, and tips for Scheduling the Lessons and adjusting the pace for the individual needs of your students.

Further ResourcesTables of phonograms, spelling rules, morphemes, and other concepts, a guide to the grammar taught in Essentials, and a comprehensive index are included at the back of this book.

Video teacher training, topic videos exploring a variety of the concepts taught in Essentials, frequently asked questions, and other resources can be found at LogicOfEnglish.com/Resources. A wealth of information and guidance on teaching the Logic of English can be found at LogicOfEnglish.com/Blog.


Table of ContentsWelcome to Essentials! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Introduction

Multi-Level Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Materials Needed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Handwriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Teaching Phonograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Spelling Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Spelling Markings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Creating Your Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Teacher Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Placement Test and Pre-Lessons

Placement Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Pre-Lesson A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Pre-Lesson B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

Pre-Lesson C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Pre-Lesson D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

Pre-Lesson E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69

Pre-Lesson F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73

Pre-Lesson G . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

Pre-Lesson H . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Pre-Lesson I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

Pre-Lesson J . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89

The Lessons

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93

Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125

Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157

Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189

Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .253

Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .287

Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315

Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .347

Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .381

Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .421

Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455

Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .493

Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .527

Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .565

Appendix: Tables and Reference Materials

Basic Phonograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .603

Spelling Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .607

Advanced Phonograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 609

List of Morphemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611

Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 616

Index of Spelling Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .623

General Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .627

Multi-Level Teaching 9

Copyright © 2015 Pedia Learning, Inc.

8

Copyright © 2015 Pedia Learning, Inc.

Multi-Level TeachingEssentials is designed to teach multiple levels of students and respond to student growth. Each lesson contains key concepts that should be taught to all students as well as three levels of spelling lists, gram-mar practice, and vocabulary instruction.

Concepts Taught to All StudentsPortions of each lesson are designated as All . These sections include core content and are meant to be taught to all students. Though there may be content that is review for some students, every lesson in-cludes concepts that are new to students who have not studied Logic of English® before. For example, Lesson 1 includes the definition of a vowel as a sound that can be sustained or sung, additional sounds of phonograms, and information about how phonograms will be cued that will be new to even advanced students. Students continuing to Essentials from Logic of English® Foundations will also always need to complete these portions; some of it will be new content and much will be important review. Students studying Essentials for a second time at a more advanced level should complete these sections as well to review the concepts before applying them to new words. Teachers should NEVER skip the content taught in these sections.

Homeschools & TutorsIn a homeschool, tutoring, or co-op setting, these sections may be taught to multiple grade and ability levels at one time.

ClassroomIn a classroom setting, this section is intended for whole group instruction.

Levels A, B, and CEach lesson also includes three distinct levels: A B and C . Differentiation begins with Spelling Anal-ysis on Day 2, and the words taught in Spelling Analysis then determine the application and additional concepts students will encounter later in the lesson. Each level continues with Vocabulary, Grammar, and Dictation on Days 3 and 4. A Placement Test is included on page 44 to help teachers place students into an appropriate initial level. However, these levels are designed to be flexible, and you may use them to adjust the level of challenge as you go.

Homeschools & TutorsFor example, a parent teaching a struggling fourth grade student may choose to teach both the Level A and Level B spelling words to provide needed fluency practice and then choose as much practice as is needed from Level A and B grammar and vocabulary sections. Or a homeschool parent may opt to teach Level A to a second grade student, Level B to a third grade student, and Level C to a seventh grade student, in this manner teaching to the needs of each grade level with one curriculum.

ClassroomIn a classroom setting, the teacher may choose to teach Level B to the entire class. Level A may be used for pull out to support struggling students, and Level C instruction may be given to advanced students who need a further challenge.

Consecutive YearsEssentials may be taught for two or even three years in a row to the same students.

Homeschools & TutorsIn a homeschool setting, a young student who completed Level A the first year could move on to Level B the following year. An older student who had struggled with reading or spelling and completed A and B the first year could then complete Level C the following year. The next level will provide the student with a review of the phonograms and spelling rules and also teach the student new vocabulary. The family would even have the option of simultaneously teaching a younger student Level A for the first time. Often in homeschool families the older students can even help to teach some of the “ALL” sections, deepening their own mastery while helping younger siblings.

ClassroomIn a school setting, the second grade may opt to teach Level A, the third grade Level B, and the fourth grade Level C. The best placement for each grade will vary by school and class; many concepts taught in Level C may be appropriate for middle school. When students progress to the next grade, the con-tent marked All may be either fully retaught to the whole class, as a way to encourage mastery, or taught as a quick review in schools where students have had Logic of English® for multiple years and the language of phonograms and spelling rules have become part of the school culture. Schools who opt to review should organize a class for new students to thoroughly teach the “ALL” sections. Students in this class may be from more than one grade.

Moving Between LevelsAs students grow in their abilities, teachers may also opt to include words from a higher level. Spelling words from a lower level may be used whenever a student needs additional practice or support.

Scope and SequenceExploring Sounds Spelling Rules Spelling

Journal GrammarLevel A

Spelling VocabularyLevel B

Spelling VocabularyLevel C

Spelling Vocabulary

1 a-z • Consonants

• Vowels

• Multi-Letter Consonants

11 Q always needs a U; therefore U…

21 To make a noun plural, add…

1 Nouns

1.1 Singular

1.2 Plurals

mapdoghatfastbed

handbagpinkcatleg

badsoftbatquiltlast

• Plurals skunkpigletkittenrabbitmitten

pumpkincanyonbanquetsplendidgrand

drabtimidvastvelvetdamp

• Plurals contestconflictcontentcontractabstract

consistentinsistentcompactcomplexrustic

tranquilcabindentistdistrictpublic

con-

pact

tract

flict

tent

plex

sist

ab-

2 ck

ee

ng

th

ée

• Short Vowels

• Long Vowels

• Multi-Letter Vowels

26 CK is used only af-ter a single vowel…

29 Z, never S, spells /z/ at the beginning…

/k/

2 Adjectives streetsunthreeblackstrong

sickgreentruckstringten

pondlongpathtreerock

• Compound Words

sweetestbackpackweekendsteepmuffin

slickmammoththickswingswift

pocketseedlingexoticdeepcreek

-est culpritmythvolunteerpuppeteerprofits

profiteerhammockassistantathleticmatinee

suspectunsuspectingaspectspectrumfantastic

-eer

volunt

spect

sub-

ad-

culp

3 er

or

ea

sh

cu

• Syllables

• R-Controlled Vowels

• Open Vowels

• Closed Vowels

18 SH spells /sh/ at the beginning…

4 A E O U usually say their long…


/ē/

1.3 Non-Count Nouns

quicksongcorncleanduck

sixclockrealpapermilk

shipforestherobreadsport

• Compound Words

sleetrobotfeastclerkmorning

neckclevertrackfeelingseraser

selfishsunscreenbutteracornmonster

-er

-est

cruelbiscuitpersistentresistantmembership

brashsqueamishrobustexpertcoffee

symptomsymbolsymmetricbleakstrength

sym

meter

per-

re-

4 oi

oy

oi

• Schwa: The Lazy Vowel

3 English words do not end in I, U…


31.1 Any vowel may say ones its schwa…

/oi/

2.1 Article Adjectives

oilboysevenfrozenstick

listtrunkboxtoydish

coinclovertheaan

• Time basketcactusweakappointmentwish

soilbrokenroyalkingbaker

queendearreportsilverleast

-er

-est

memoirmemodevelopmentadjustmentagreement

formalinformalfrequentinfrequentdiscreet

indiscreetinvalidmonumentlavishmeager

in-

mem

-ment

just

5 ai

ay

ai

• Broad Vowels

3 English words do not end in I, U…

9 AY usually spells…

10 When a word ends with the phonogram A…


/ā/

Irregular Plurals grayvideobagelrainsheep

plaintrainshortpaintfish

daymailnextmanhuman

• British & U.S. Spelling

-er

detailsprayorderhaircutticket

evilheadbraidsunitextra

poisonchairzerolaptopcomputer

• Compound Words

indexbenefitsbenefactorbenevolentinspector

quaintmanuscriptmanualcommitteeamendments

plaidexportimportgovernmentelectronic

bene

-or

fact

script

manu

-al

in-

port

ex-






Spelling Vocabulary

6 ar

ch

oo

bt

• Schwa 30 We often double F, L, S after a single…

31.1 Any vowel may say ones of its schwa…

/ә/

11.1 Commas in a Series

7 Conjunctions

glasscliffbrushallball

schoolpoorcarsecretmoon

bookwaterclassfullsharp

• Compound Words

• Balloon

smoothseashellafternoonigloostuff

sandwichbunchgardenquartquarter

quartetjoylesspainlessfearlesslizard

-less

quart

apartmentcompartmentpartnerspectatorspectacular

witnesssheriffplaintiffcomplaintdoubt

frugaldefendantdependantpendantsuspenders

part

-iff

plaint

de-

-ant

fend

pend

-er

7 oa

oe

mb

• Lazy O 31.2 O may say /ŭ/ in a stressed syllable…

/ō/

2.2 A

2.3 An

Definite Articles Indefinite Articles

hillrichboattoetall

roadroomrivercheapcoat

eggsoapwomandoorfloor

• Compound Words

-est

throataddressscarletbreathlessrestless

ostrichfrontdoespinachraccoon

studentteacheroddcharmingkindergarten

-ness schoonercanoedistantfluentaffluent

influenzathumbcharactercharacteristicabundant

tolerantintolerantarrogantcolossalcompass

flue

toler

8 igh

wh

ot

• Unstressed R-Controlled Phonograms

28 Phonograms ending in GH…

31.3 AR and OR may say /er/ in a stressed…

/w/

/wh/

11.1 Commas in a Series

programtoothbrushnightmusicwheat

blockbrightwarmwheellight

yardgoodbetterbestperfect

• Comparative

• Superlative

-ish

-ness

lightningthunderstormtornadosummerwinter

fallspringhailblizzardflood

swelteringovercastweatherheatcool

• Homonyms domaindominantfreedomharborwharf

rotundrotundadepotsubwaysubsets

suppressantsupportterrainsubterraneanmayor

dom

rota

terra

9 au

aw

augh

au

• I and Y 5 I and Y may say /ĭ/or /ī/ at the end…

/ä/

2.4 Possessive Noun Adjectives

2.5 Singular PNA's

2.6 Plural PNA's

motherbrothersonfathersister

daughterauntgreatcornerraw

yearrightlaughterlawauthor

• Closed Compounds

• Hyphenated Compounds

• Homophones

actoractresswaiterwaitresspilot

hawkautomaticvisitorartistdirector

faultawkwardpoempresidentdoctor

-or

-ress

astronautasteroidnauticalmedicallawyer

prominentsauerkrautrestaurantdinosaurstegosaurus

tyrannosaurusauthenticfossilmalevolentmalefactor

aster

naut

-oid

-ic

med

saur

tyran

male

10 ou

ow

ough

mn

• Phonograms with Multiple Sounds

22 To make a verb 3rd person singular…

24 -FUL is a suffix…

/ow/

9 Sentences

1.7 Subject Nouns

3 Verbs

3.1 Action Verbs

12.1 Capitalization of Sentences

playshoutwhispersingagree

coughhelpwaittouchsleep

destroythinkopenfightpound

-less

-ful

cheatquiverhowlechocartwheel

crawlleapmeltwailswallow

vanishspeaksoarscowlsweep

• Simple Present Tense

• Present Continuous Tense

• Future Tense

-ing

applaudadaptcondemnmarvelousdespair

succumbprotestflounderdiscoverdisappear

disagreediscreditcredulousincredulousthorough

apt

plaud

demn

cumb

dis-

cred

-ous






Spelling Vocabulary

11 tch

sc

• Broad /ä/ 27 TCH is used only…

10 When a word ends in the phonogram A…

/ch/

3.2 Transitive Verbs

1.8 Direct Objects

followwatchenjoypusheat

throwmatchteachwantread

catchreachcallwalktalk

-er stretchovercookcomfortshatterthreatening

deliverpitchrepairrefereeshrink

repeatscratchselecttravelanimal

• Verb Tense

over-

customerscientistprofessorvolcanocarpenter

defendoffendoppresscorruptinterrupt

eruptdisruptinstructobstructconstruct

struct

ob-

press

rupt

inter-

pro-

fess

12 kn

gn

our

• Vowel Types 8 I and O may say /ī/and /ō/…

/n/

9.1 Sentence Parts

9.2 Simple Subject

9.3 Complete Subject

9.4 Simple Predicate

9.5 Complete Predicate

signdesignknowdrinkmeet

findpickstartpasspull

holdselldrawrememberneed

pre-

re-

slitheryawnmutterspreadplummet

clawhealcatapultdevoursprint

peekclutchknockwonderlook

• Homonyms

• Synonyms

• Strong Verbs

signalassignjournalloiterpredict

contradictenvelopembarkenshroudentrust

encounterimpressmeanderreprimandsavor

sign

dict

pre-

contra-

en-

velop

shroud

bark

13 ir

ur

ear

eu

• /r/ & /er/ /er/

1.4 Common Nouns

1.5 Proper Nouns

Titles of Respect

2.5 PNA's and 2.6 Irregular Plurals

childgirlturnoldcold

flowerjumpbirdhurtear

hearsailsearchwearthirteen

• Compound Words

firstsecondthirdsquirrelsweatshirt

youngscoldreturnsnowyogurt

growfeedearthexplaincover

• Cardinal Numbers

• Ordinal Numbers

publishmurmurcampaignabsurdverdict

commandmaneuveralignconsentsentiment

dissentresentzealousearnestjealous

ver

mand

sent

14 ed

ew

rh

• Dividing Syllables

19 To make a verb past tense…

20 -ED, past tense ending…

/ĕ/

Irregular Past Tense Verbs

1.9 Indirect Objects

attendgetownseepour

cardlessonwonderfulnewbeautiful

quietsmellletterhatchfew

un- borrowshoveldirtviewavoid

twirlrollideajoinblow

jewelstandparentleaderfill

re-

-ed

transformtransportmonitorrhythmenvironment

researchsurrenderexperimentretractattract

extractentertaincontainretainsustain

trans-

render

tain

15 ui

gh

• Hard & Soft C

• Hard & Soft G

1 C always softens…

2 G may soften to /j/only…

/k//s/

11.2 Commas and Quotes

12.3 Capitalization and Quotes

13.1 Direct Quotes

13.2 Punctuating Quotes

13.3 Indirect Quotes

centsgermsexcellentgiftequal

differenteventcheckchartdash

finishfruitsaysayssaid

re- parakeetagentgingercollectdelay

allowcylindercymbalgenerousrecess

suitrespondcorrecttweetcrash

-ful tauntancestorbiannualbifocalsbinoculars

acceptexceptinterceptrelevantirrelevant

generalproclaimexclaimeddisclaimerghost

bi-

annu

ocul

cept

claim


16 17


Materials NeededLogic of English (LOE) Materials

• Essentials Teacher’s Guide

• Essentials Workbook – 1 per student

• The Logic of English® Spelling Journal – 1 per student

• Phonogram Game Cards – 2 sets in different colors

• Basic Phonogram Flash Cards

• Spelling Rule Flash Cards

• Advanced Phonogram Flash Cards

• Grammar Flash Cards

• Morpheme Flash Cards

• Phonogram Game Tiles

• Spelling Analysis Card

• LOE Whiteboard

• The Essentials Reader (optional) – 1 per student

• The Essentials Reader Teacher's Guide (optional)

• The Essentials Reader Student Activity Book (optional) – 1 per student

Additional LOE Materials for Pre-Lessons

• Rhythm of Handwriting (ROH) Cursive or Manuscript book

• Tactile Cards - Cursive or Manuscript

Additional Materials• Student notebook – 1 per student

• Colored pencils

• Extra paper, timer (for games)

• Index cards to create Spelling Cards

• Whiteboard markers, eraser

SymbolsKey to Symbols

wh Basic Phonogram Flash Cards

ot Advanced Phonogram Flash Cards

c Cursive Tactile Cards

b Manuscript Tactile Cards

-less Level A Morpheme Cards

-less Level B Morpheme Cards

sym- Level C Morpheme Cards

t ee ear Phonogram Game Tiles

Essentials Student Workbook

The Essentials Reader

Spelling Journal

A, IGH Letters written in all capital letters should be read as the letter names.

/s/ Letters enclosed in slashes represent the individual sounds.

/s-ĭ-t/ Letters enclosed in slashes and separated by dashes represent the individual sounds

separated by a pause. This would be read as /s/ pause /ĭ/ pause /t/.

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