the teacher's word book - archive.org
TRANSCRIPT
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CO
: co
1691
"56
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THE
TEACHER'S WORD BOOK
By EDWARD L. THORNDIKE
Professor of Educational Psychology, Teachers College
Columbia University
PUBLISHED BY
{Eeacfjer* College, Columbia
NEW YORK CITY
1921
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Copyright, 1921, by Teachers College
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INSTRUCTIONS FOR USING THETEACHER'S WORD BOOK
THE TEACHER'S WORD BOOK is an alphabetical list of the10,000 words which are fniimj ^ ^^ ~
t yrirfofr jn -, , ,JLiuL {
about 625,000 words from literature for children; about 3,000,000
words from the Bible and English classics; about 3OO,ooo~wordsrrom elementary-school text books; about 50,000 words frombooks about cooking, sewing, farming, the trades, and the like;about 90,000 words from the daily newspapers; and about 500,-ooo words from correspondence. Forty-one different sourceswere used.
A measure of the range and frequency of each word's occurrenceis given by the credit-number following it. Range answers the
question, "How many of these forty-one different sources usethe word?" or "How widely is the word used?" Frequencyanswers the question, "How often is the word used?" If this
credit-number is 49 or over, it means that the word is in the 1st
looo for importance. A credit-number from 29 to 48 means that
the word is in the 2nd 1000. A credit of 19 to 28 places it in the
3rd looo. A credit of 14 to 18 places it in the 4th 1000. Acredit of 10 to 13 places it in the 5th 1000 (reaching to 5144 to be
exact). The other 5000 words are those with credit of 9 (400
words); 8 (503 words); 7 (571 words); 6 (644 words );5 (883
words); 4 (1045 words); and 3 (810 words).In the case of the 5000 most important words, the credit
number is followed by a number and letter stating in which
thousand and in which half thereof the word belongs. Thus
"43 2a" means that the word has an importance of 43 and
is in the 1st half of the 2nd looo. "21 3b" means that the
word has an importance of 21 and is in the 2nd half of the 3rd
looo.
Within the ^st 500 words there is a further distinction into
hundreds, lai Vneaning that the word is one of the 1st 100; ia2
meaning that it is in the 2nd 100; ia3 meaning that it is in
the 3rd 100, and so on.
This list is not a perfect measure of the importance of words, for
two reasons. First, a word may be very important for a pupil
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or graduate to know and yet not figure largely in the world's
reading. Second, tens of thousands of hours of further counting
would be required to measure the frequency of occurrence of all
of these words with exactness. If a complete count were made,
there would probably be several hundred words found more de-
serving of a place in the top ten thousand than some of those
now included, and the order of the list would be somewhat
changed.
For certain reasons the credits for abbreviations like in., bbl.,
yd., etc., are probably too low, and far less reliable than those
for words. The concordances, vocabularies, and most of the
counts made by others have not paid due attention to abbre-
viations. However, the list as it stands is far better than any
that has hitherto been available and will be a help to all teachers
in estimating the commonness and importance of words.
The conscientious and thoughtful teacher now spends much
time and thought in deciding what pedagogical treatment to
use in the case of the words that offer difficulty to pupils. If
she is teaching reading she finds, according to Miller, over nine
thousand words 1 used in standard Third Readers. Many of
these probably should not be taught at all in that grade ;others
should be explained at the time to serve the purpose of -the story
but then left to their fate; others should be thoroughly taught
and reviewed. This Word Book helps the teacher to decide
quickly which treatment is appropriate by telling her just how
important any word is. In teaching history or geography or
elementary science, almost any book lesson contains one or
more words with which some of the pupils will not be familiar.
Which are these, and in which cases should the occasion be used
to master the word for future^use? Decision obviously depends
upon how important the word is. In many cases knowledgeof how important the word is is all that is needed for decision.
A second practical service of the Word Book is to providethe less experienced teacher with that knowledge both of the
importance of words and of their difficulty which the expertteacher has acquired by years of experience with pupils and with
books. The beginner at teaching may profitably take the wordsin any lesson and try to judge how important each is, checkingher estimates by the facts of the Word Book. She can thus
obtain by a few hours of easy study what would have required
1 This number includes, however, many derived forms.
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months of difficult learning by class-room experimentation;and the experiences of the class-room will be made much moreinstructive to her.
A third service to all teachers, from the most expert to those
just beginning their training, is to provide a convenient placeto record any useful facts about these words by which teachingcan be guided and improved. For example, the teacher mayjot down after a certain word "5," meaning that she seeks to
secure mastery of that word in grade 5 ; "g 49" meaning that the
strategic time and place to teach the word is in connection with
the geography work on page 49 of a certain book or syllabus;
"ex. by . . ." to remind her of the devices she has found
most serviceable to explain the meaning of the word. The WordBook will thus become a real treasure-house of help in a form
readily available.
The teacher may also wisely enter in the list words that
are of local importance, such as, for New York City, subwayand elevated.
It should be noted that, except for special reasons, separate
entries are not made of plurals in s; plurals where y is replaced byies; adverbs formed by adding ly; comparatives and superlatives
formed byadding er and est,2 or r and st; verb forms in s, d, ed 3 and
ing; past participles formed by adding n, and adjectives formed
by adding n to proper nouns. For example:
boys, girls, berries are counted in with boy, girl, berry
badly, sadly are counted in with bad, sad
longer, bravest are counted in with long, brave
plays, playing, played are counted in with play
thrown, outgrown are counted in with throw, outgrow
Austrian, Bavarian are counted in with Austria, Bavaria
By entering such derivatives under their primary forms, the
list is made shorter and easier to use.
Where separate entries do occur, it is because the derived
word is likely to offer some difficulty to pupils, and not to be
known easily from knowledge of the primary word. Thus likely
would not be known from like; being and building should probably
often be learned independently of be and build; and coming mayappear in the work of Grade I before there has been enough
experience of ing to enable the pupil to derive it by himself.
2 Including changes of y to ies and iest.
3 Including changes of y to ies and ied.
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It should be noted further that this is not a spelling list.
If it is used as an aid in the construction of spelling lists, the
derived forms in s, ies, ly, er, r, est, st, s, ed, d, ing, and n should
be inserted. They may offer notable difficulty in spelling even
when easily read and understood by derivation.
A full account of the methods by which this list was selected,
of the reliability of the credits attached to the words, and of
the uses to which the list may be put, will be found in an article
of thirty-seven pages, entitled "Word Knowledge in the Ele-
mentary School," by E. L. Thorndike, published in the TEACHERSCOLLEGE RECORD for September, 1921.*
For convenience in certain uses, there is added on pages
127-134 a list of the 2500 words of most wide and frequent
occurrence, arranged in five sets of 500 each.
KEYIn the list of words on pages I to 126, the numbers in the first column im-
mediately following the column of words are the credit-numbers. Words havinga credit-number of 49 or over are found in the ist 1000 words in importance;those having a credit-number of 29 to 48 are found in the 2nd 1000, and so on;while those having a credit-number of 8 lie between the 5545th and the 6o4ythword in importance, and so on. A summary of the scheme follows.
CREDIT-NUMBER
49 or over
29 to 48- 19 to 28
14 to 18
10 to 13
98
7
6
5
4
3
POSITION OF WORDI tO 1000
IOOI tO 2OOO
2OOI tO 300O
3001 to 4000
4001 to 5144
5145 to 5544
5545 to 6047
6048 to 6618
6619 to 7262
7263 to 8145
8146 to 9190
9191 to 10000
In the case of the 5000 most important words, the credit-number is followed
by a second number combined with a letter which indicates in which thousand }
and in which half thereof the word belongs. Thus 2a means that the word is !
in the ist half of the 2nd 1000, 3b means that the word is in the 2nd half ofthe 3rd 1000. Within the 1st 500 words there is a further distinction into
hundreds, lai meaning that the word is one of the ist 100; ia2 meaning thatit is in the 2nd 100; 133, that it is in the 3rd 100; ia4, that it is in the 4th 100;las, that it is in the 5th 100.
4 Copies of this number of THE RECORD may be had at 40 cents per copy from the Bureau ofPublications, 525 West uoth Street, New York City. The article will also be available laterin pamphlet form.
vi
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Across to Affright
across
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Affront to Alligator
affront
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Allow to Angrily
allow
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Angry to
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Appreciation to Ashamed
appreciation
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Ashore to Audible
ashore
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Audience to Baker
audience
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balance
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Bawl to Bell
bawl
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Belle to Birthplace
belle
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Birthright to Bode
birthright
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Body to Branch
body
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brand
brandish
brass
brassiere
brave
braverybrawl
brawn
braybrazen
Brazil
breach
bread
breadth
break
breaker
breakfast
breast
breath
breathe
breathless
bred
breeches
breed (ing)
breeze
breezyBremenbrethren
brevity
brew
briar
bribe
brick
bridal
bride
bridegroom
bridge
bridle
brief
brigade
[14]
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Brownie to Butterfly
brownie (B)
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Button to Cape
button
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Caper to Cattle
caper
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caughtcauliflower
cause
causeless
caustic
caution
cautious
cavalier
cavalry
cave
cavern
cawcease
ceaseless
Cecil
cedar
ceiling
celebrate
celebration
celery
celestial
cell
cellar
celluloid
cement
cemeterycenser
censure
census
cent
center
central
centurycereal
ceremonial
ceremonyCeres
certain
certainty
certificate
[18]
Caught to
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charity
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Chord to Clergy
chord
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Clergyman to Colorado
clergyman
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Colt to Compound
colt
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Comprehend to Consecrate
comprehend
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Consecration to Convince
consecration
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Coo to Cowl
coo
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Cowslip to Crowd
cowslip
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Crown to Dame
crown
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Damn to Decision
damn
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Decisive to Denote
decisive
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Denounce to Devour
denounce
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Devout to Discontinue
devout
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Discord to Disturbance
discord
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Ditch to Dowry
ditch
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Doz. to Durable
doz.
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Duration to Efficiency
duration
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Efficient to Empire
efficient
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Employ to Entitle
employ
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Entrails to Every
entrails
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Everybody to Explanation
everybody
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Exploit to Far-away
exploit
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Farce to Fetter
farce
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Feud to Flare
feud
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Flash to Food
flash
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Fool to Fount
fool
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Fountain to Fruit
fountain
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Fruitful to Garter
fruitful
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Gas to Glass
gas
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Glassful to Grade
glassful
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Gradual to Groom
gradual
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Groove to Hamilton
groove
grope
gross
grot
grotesque
ground
group
grove
grovel
grow(n)
grower
growl
growth
grub
grudge
gruel
gruff
grumble
grunt
guarantee
guard
guardian
guess
guest
guidance
guide
guidepost
guilder
guile
guilt
guiltless
guilty
guineaGuinivere
guise
guitar
gulf
gull
gully
gum
8
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Hamlet to Hawk
hamlet (H)
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Hawthorn to Hercules
hawthorn
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Herd to Hoist
herd
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Hold to However
hold
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Howl to I'll
howl
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Illegal to Incapable
illegal
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Incense to Inflammation
incense
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Inflict to Insult
inflict
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Insurance to Irresistible
insurance
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Irrigate to Jo
irrigate
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Joan to Kerosene
Joan
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Kettle to Lamentable
kettle
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Lamentation to Led
lamentation
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Ledge to Likewise
ledge
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Lilac to Lookout
lilac
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Loom to Madison
loom
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Madman to Marcus
madman
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Mare to Meant
mare
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Meantime to Mice
meantime
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Michael to Misplace
Michael
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Miss to Mop
miss (M)
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Mope to Murderer
mope
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Murderous to Neck
murderous
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Necklace to Noah
necklace
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Nobility to Oak
nobility
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Oaken to Olympus
oaken
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Omen to Outing
omen
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Outlandish to Painful
outlandish
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Paint to Pastoral
paint
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Pastry to Pepsin
pastry
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Per to Philosopher
per
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Philosophic to Plait
philosophic
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Plan to Polish
plan
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Polite to Poultry
polite
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Pounce to Prey
pounce
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Price to Proper
price
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Property to Puritan
property
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Purity to Railway
purity
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Raiment to Recall
raiment
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Recapture to Regarding
recapture
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Regardless to Repetition
regardless
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Repine to Retreat
repine
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Return to Risk
return
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Rite to Rubbish
rite
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Ruby to Salve
ruby
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Sam to Scarf
Sam
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Scarlet to Second
scarlet
scatter
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Secondary to Servile
secondary
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Servitude
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Shingle to Silverware
shingle
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Silvery to Slayer
silvery
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Sled to Sob
sled
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Sober to Spacious
sober
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Spade to Spotless
spade
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Spouse to Statute
spouse
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Stave to Straw
stave
stay
stead
steadfast
steadily
steadysteak
steal
stealth
stealthy
steam
steamboat
steamer
steamshipsteed
steel
steep
steeple
steer
stem
stench
step
Stephen
stepmothersterile
sterling
stern
Stevenson
stew
steward
Stewart
stick
stiff
stiffen
stifle
stile
still
stillness
sting
stink
[106]
9
8412
II
6
23II
416
3
43
920
8
16
45
36
14
23
27
3
80
12
4
4
5
27
4
7
6
468
29
5
8
6
11412
23
7
5b2a
2a
3b
2a
2b
4b
3b
ib
2b
ia2
stir
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Strawberry to Subterranean
strawberry
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Subtle to Supplant
subtle
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Supple to Sworn
supple
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Swum to Taxation
swum
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Taxicab to Thaw
taxicab
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The to Thrift
the
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Thriftless
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Told to Transfer
told
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Transfigure to Troy
transfigure
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Truant to Udder
truant
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Ugly to Ungracious
ugly
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Ungrateful to
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Unveil to Vapor
unveil
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Variable to Vile
variable
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Villa to Waltham
villa
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Wampum to Weedy
wampum
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Week to Who
week
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Whoever to Woeful
whoever
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Woke to Writer
woke
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Writhe to Zoological
writhe
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WORDS 1 to 500
a
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/ORDS 1 to 500
poor
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WORDS 501 to 1000
dry
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acceptaccordingaction
address
admireadvanceadvantageafterward
agreeahaid
alive
Americaancient
angel
angerangryapart
applyappointapproachApril
asleep
attemptAugustauntawakebake./barebarkbarnbase
beambecamebegbeholdbelowbendbeneathbid
bindbirth
bite Vbitter
blameblock
blossomboil
bold
border
bottle
boughtboundbowl */
breast
breath
breathebrick
brushburst
burybush Vcampcard
WORDS 1001 to 1500
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WORDS 1001 to 1500
plate
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WORDS 1501 to 2000
dig
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WORDS 2001 to 2500
absent
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WORDS 2001 to 2500
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PLEASE DO NOT REMOVE
CARDS OR SLIPS FROM THIS POCKET
UNIVERSITY OF TORONTO LIBRARY
PE1691T56
ThWtodike, Edward LeeThe teacher ! s word book
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