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MAKING WORD STUDY WORK – PHONICS, VOCABULARY AND SPELLING FOR ALL STUDENTS
Timothy RasinskiKent State University
[email protected] (presentation materials)
330-672-0649
A Model of Reading Instruction
Words Word StudyAccuracy in:
Phonics (Word Recognition)SpellingVocabulary
Fluency Fluency InstructionAutomaticityProsody
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Comprehension Guided ReadingBackground KnowledgeComprehension Strategies
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You Think English is Easy???
1) The bandage was wound around the wound.
2) The farm was used to produce produce.
3) The dump was so full that it had to refuse more refuse.
4) We must polish the Polish furniture.
5) He could lead if he would get the lead out.
6) The soldier decided to desert his dessert in the desert.
7) Since there is no time like the present, he thought it was time to present the present .
8) A bass was painted on the head of the bass drum.
9) When shot at, the dove dove into the bushes.
10) I did not object to the object.
11) The insurance was invalid for the invalid.
12) There was a row among the oarsmen about how to row .
13) They were too close to the door to close it.
14) The buck does funny things when the does are present.
15) A seamstress and a sewer fell down into a sewer line.
16) To help with planting, the farmer taught his sow to sow.
17) The wind was too strong to wind the sail.
18) Upon seeing the tear in the painting, I shed a tear.
19) I had to subject the subject to a series of tests.
20) How can I intimate this to my most intimate friend?
Let's face it - English is a crazy language. There is no egg in eggplant, nor ham in hamburger;
neither apple nor pine in pineapple. English muffins weren't invented in England or French fries in France Sweetmeats are candies while sweetbreads, which aren't sweet, are meat. We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig.
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Rasinski Informal Vocabulary Inventory(from Harris & Jacobson)
Say 10 of the 11 words to the student. Begin at student’s grade placement. Ask student to define or use in sentence in a way that describes the word. Give 10 points if correct, 0 for incorrect, and 5 points if you feel answer is partially correct.
Vocabulary Levels
90% = Independent70%-80% = Instructional< 50% = Frustration
(Technical note – Words taken from Harris & Jacobson (1982). Basic Reading Vocabularies. Macmillan.)
Primer
fatherhenhighbirdpeoplethankyouthseednightopengrow
Grade 1
zootrainsmellquietmoneyletterguessdrawbonebeautifulalways
Grade 2
winksharppossumperfectoverheadbreezehospitalmeadowapartmentcaptaincoyote
Grade 3
wobbleworstrewardstalkprestomanagerlanternhoofghastlyeagercactus
Grade 4
tinglevacuumsturdyyamskullrawpioneergrocerdroughtcrimsonconfidence
Grade 5
rodentviolentplumberlaborhollyrevengepursuefabricchatblurtastronomer
Grade 6
visorvaguetheftrotaterabiesplanktonovercasthabitatfiendecologyemploy
Grade 7
tutortardyspheresalivapedestalperilmottojackhammerkhakicamouflageabacus
Grade 8
scantphonyrapporttrivialviolationtransmitforegroundmergejoustdoctrineamputate
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Vocabulary Development & Instruction: Keys for Success in Learning to Read
1. Students learn 1,000 to 4,000 new words each year.
2. Vocabulary involves a depth component as well as a breadth component.
3. Vocabulary learning involves connotative (inferred/implied) and denotative (literal) meanings of words.
4. Why teach vocabulary?a. Improves reading comprehensionb. Improves writing.c. Aids in word recognition or decoding.d. Increases general intelligence.
5. Vocabulary is least well learned under the following conditions:
a. Mindless repetition and defining of wordsb. Words that are too difficultc. Words that have no connection to students’ lives, their studies, their interests,
or to other words and concepts they may know.
6. Best ways to learn/teach words
a. Direct life experiences.
b. Indirect life experiences – Read!
c. Direct instruction that includes the following characteristics:1) Makes connections to what students’ lives, studies, and interests.2) Makes connections/relationships to/with other words.3) Involves analysis through compare and contrast.4) Involves categorization and classification.5) Involves stories about words.6) Helps students detect meaningful patterns in words.7) Provides for a degree of personal ownership.8) Learn new words of course and explore old words to new depths.9) Explore the implied meanings of words and phrases.10) Is game-like and engaging11) Use word knowledge to improve writing.12) Use word knowledge to construct meaning while reading (comprehension)
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Selected Statistics for Major Sources of
Spoken and Written Language
Text Percentage of Rare (uncommon) words
Adult Speech, Expert Witness Testimony 2.8%
Adult Speech, College Graduates to Friends 1.7%
Mr. Rogers and Sesame Street .2%
Children’s Books -- Preschoolers 1.6%
Children’s Books -- Elementary 3.1%
Comic Books 5.4%
Adult Books 5.3%
Abstracts of Scientific Articles 12.8%
Adapted from Hayes & Ahrens (1988). Journal of Child Language, 15, 395-410.
Source: Cunningham, A.E. & Stanovich, K.E. (1998, Spring-Summer). What reading does for the mind. American Educator, 22, 8-15.
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Word Harvesting
Whenever reading to your students, reciting a poem, singing a song, or playing a word game in
your class if you or your students notice any interesting words, have them call out the words at the
end of the read aloud or word game. Write the word on a daily word wall and talk about the
meaning of the words and begin to use the words in your own oral language over the next several
days. Encourage your students also to use the words in their oral and written language.
If you read to your students every day of the school year and harvest 5-6 words after each read
aloud you will have exposed your students to 900-1180 new words over the course of a school year.
That alone will have a significant impact on your students’ word knowledge. Since authors
purposefully use interesting words in their writing, students will find a treasure trove of words in the
materials that are read to them or that they read on their own.
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Today’s Word Wall
Word Ladders
From: McCandliss, Beck, Sandak, & Perfetti. (2003). Focusing attention on decoding for children with poor reading skills: Design and preliminary tests of the word building intervention. Scientific Studies in Reading, 7(1), 75-104Initially, the children demonstrated deficits in decoding, reading comprehension, and phonemic awareness skills. The Word Building intervention directed attention to each grapheme position within a word through a procedure of progressive minimal pairing of words that differed by one grapheme. Relative to children randomly assigned to a control group, children assigned to the intervention condition demonstrated significantly greater improvements in standardized measures of
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decoding, reading comprehension, and phonological awareness.
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Word Ladders
girl dog black short snowgill dig block shore showgrill big lock sore shoethrill bit lick more hoetill bat lice mire holeBill rat slice wire moleball cat slide tire malebay lid tile aleboy lit till ail
wit tall mailwhite main
rain
leaf mean key walk firstlean lean donkeymean Len monkeyman men monkmain mad honkmane made Hankmade trade ranktrade tirade racktread rocktree lock run last
1. Anagrams: See www.wordsmith.org/anagram/ Select the “advanced”setting and then select “Print candidate words only” See also www.wordles.com (words in words)
2. For Making and Writing Words article by Tim Rasinski go to www.readingonline.org and search in “articles” under my name Rasinski, or for my 2 articles Making and Writing Words and Making and Writing Words Using Letter Patterns. Both articles have the forms you can download and print out and use for yourself.
3. For more on Word Ladders see – Scholastic, (Tel: 800-242-7737, choose option #3)Daily Word Ladders for Teaching phonics and vocabulary, Gr 2-3Daily Word Ladders for Teaching phonics and vocabulary, Gr 4+
4. More Making and Writing Words -- Teacher Created Materialswww.teachercreatedmaterials.com (search for “Rasinski”)Tel: 800-858-7339
Texts for Fluency Practice: Grade 1Texts for Fluency Practice: Grades 2 and 3Texts for Fluency Practice: Grades 4 and Up
Making and Writing Words, Gr 1Making and Writing Words, Grs. 2-3
5.
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Rasinski, T. Daily Word Ladders, K-1, 1-2, 2-3, 4-6. New York: Scholastic. www.scholastic.com
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11INSPIRE_ _ _ _ _ _ _
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Name: ______________________________________________________________ Date: __________
A structure on top of a building.Take away two letters.
The cord to your nervous system.Change one letter.
An evergreen tree.Take away one letter.
A single sheet of glass in a window.Change one letter.
An old man uses this to walk.Change one letter.
Vegetables container.Remove one letter.
Another word for feline.Change one letter.
A rodent.Change one letter.
A spoiled teenager.Add one letter.
The air taken into or expelled from your lungs.Add two letters.
Change the previous noun to a verb.Add one letter.
Essential Latin and Greek Derivations Worth Teaching
PrefixesAnte beforeAnti againstAuto selfBi twoCenti hundredCo (m,n) with, togetherExtra more, beyondMega largeMicro smallMid middleMono oneMulti manyPre beforeRe againSemi, hemi halfSuper overTele distantTri threeUltra beyondUn notUni one
BasesAero air Scop seeAud hear Struct buildBiblio book Terr(a) landBio life Therm heatChron time Volv rollDem people Vor eatGram writeGraph writeHydr waterLab workMand orderMax greatestPod footPhob fearPhon sound Photo lightPolis CityPort carryPsych mind
Also: Rasinski, et al. (2008). Greek and Latin Roots: Keys to Building Vocabulary. Huntington Beach, CA: Shell Educatonal Publishing.
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Meet the Root
A Weekly Routine for Teaching Vocabulary Using Word Roots
I. Meet the Root of the Week (Teacher Background) –Introduce a root or two and display a set of words containing the root(s) of the week and their related meanings.
II. Practice the Root (Brief practice with words in sentences, matching, analogies, and other activities that challenge students to continue thinkings about meaning of individual words with the targeted root)
III. Read and Reason - -Informational texts that contain multiple examples of the word root
IV. Extend and Explore – Students engage in deeper exploration of the word root through additional activities (word inventions, word building, synonym – antonym activities, etc)
V. Go for the Gold – Students engage in a game or game-like activity that reinforces the root. Students can also be quizzed over words derived from the weekly root.
VI. Extended Exposure and Spaced Practice – Other parts and areas of the school community continue to focus on the targeted root. School principal, other areas of the curriculum (e.g. art, physical education, etc.), school newsletter, etc.
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Meet the Root/ Teacher BackgroundBuilding Vocabulary/Getting to the Roots of Social Studies, Science, and Math Vocabulary.Shell Educational Publishing
Bases: greg- and integr
greg- = “flock,” “herd”integr- = “whole”
Teacher Background –
The Latin base greg- means “flock,” “herd” and the Latin base integr- means “whole.” These two bases appear in social studies words describing communities of people (as in congregate or congregations) and race relations in American history (segregation, desegregation, and integration). These two bases provide powerful metaphors for integrated communities which are “whole” and for segregated societies which are divided into separate groups.
The base greg-, with its metaphor of “flock,” can connote religious communities. A congregation “flocks together” in worship (Latin prefix con- = “with, together”), following a leader who in some traditions is called a pastor (a Latin word meaning “shepherd”). The metaphor of the pastor and his or her flock is especially pronounced in the American Civil Rights movement, in which the Reverend Dr. Martin Luther King, Jr. strove to end racial segregation. The “flock, herd” metaphor is striking as one considers this movement. Congregations often provided the organizational structure for campaigning to end segregation (the setting “apart” or “aside” of “flocks” of people into separate groupings; Latin prefix se- = “aside, apart”).
The Latin base integr- has a literal and metaphorical meaning of “whole.” Most students will be familiar with the mathematical term integer, a “whole” number. When something disintegrates, it crumbles, falling “apart” (Latin prefix dis- = “apart, in different directions”) from an originally “whole” state or condition. Similarly, integrity is “wholeness” of character. Integrated societies are “whole,” in the sense that they are not broken up into disconnected groups. On their returnto civilian life, soldiers must be reintegrated into a civilian society. Important social studies words that are built on these bases include gregarious, congregate, aggregate, desegregate, and reintegrate.
aggregate segregate integritycongregate segregation reintegratecongregation disintegrate reintegrationdesegregate disintegration integratedesegregation integeregregious integralgregarious integration
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Meet the Root
Identify (underline) the root, draw a line from the word to its root, and attempt to determine the meaning of the words below:
congregate disintegrate
integrate integrity
segregate desegregate
integer integral
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Meet the RootWord Spokes
greg- =flock, herd
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integr- =whole
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Practice the Root
Quart-/Quad-
Know your Fours!Four quarters make a dollarFour singers a quartetFour quarts make a gallonQuart means four I’ll bet.
Four sides make a quadrilateralFour muscles make quadricepsNow I know that quad means fourHow many babies make quadruplets?
If you have a dollar and quadruple it, how much money will you have?
41 Words. GL 2.6Quarter, quartet, quart, quadrilateral, quadriceps, quadruplet, quadruple
Build and Maintain Your Body
Regular exercise keeps your body strong. When exercising be sure to involve all parts of your body. One way to make sure that all parts of your body get enough exercise is to divide your body into quadrants. First is the upper body. This includes your shoulder, back, and arm muscles. Second is the lower body. Included here are your leg muscles such as your quadriceps. The core muscles include your abdominals and hips. The final muscle is the heart. The heart is perhaps the most important muscle in your body. You should exercise each of the four areas regularly, at least two to three times a week. Be sure that you start slowly when beginning your exercise program. You will sweat and lose fluids when you exercise. It is also important to stay well hydrated when exercising. Some experts suggest that for each workout a person drink a quart or more of water. Exercise is the key to a healthy body. However, you need to be smart when staring an exercise program.
Why do you think the author says that the heart is the most important muscle in your body?
181 Words; GL 6.5/ 5.6/ Spache 4.0Quadrant, quadriceps, quart
See http://www.teachercreatedmaterials.com/reading/buildingVocabulary for Vocabulary from Word Roots program.
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Read and Reason
Contextual Passages and Meaningful Response
When soldiers go away to war, their friends and family often worry about them. Everyone is relieved when a soldier returns home safely. But the soldier may still have problems to solve. Reintegration into society can be a challenge.
Soldiers are often proud of their service to our country. They want to return to family, friends, and work. But they may have medical or psychological problems to solve. They may even have legal or financial problems. Then there is the challenge of stepping back into civilian society. All this can be stressful. Government, religious, and community agencies try to help ex-soldiers reintegrate.
How might a community agency help returning soldiers reintegrate intosociety?
We all know that racial segregation is outlawed in the United States—and for good reason. When a society segregates people according to their race, an injustice is committed against them. The Declaration of Independence states that “all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.” But a racially segregated society treats citizens with inequality. In a segregatedsociety, some people are denied basic human rights, such as the right to equal opportunities in housing, employment, or education. Long ago, some people were even denied the right to sit at a table in the same restaurant with others of a different race! Racially segregated societies do not provide equal access to liberty and the pursuit of happiness.
Far from honoring the dignity of each and every human being, segregation clusters people into “herds.” This is what the Latin base greg- means: In segregation, people are “herded” into separate clusters and kept apart from one another. A segregated society can never be an equal society. This is why federal United States law mandates racial desegregation.
Talk to a partner. Do you agree that a “segregated society can never be anequal society”? Why?
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Shakespeare’s Words –Just some of the words that he made up!
academe accused addiction advertising amazement
arouse assassination backing bandit bedroom
beached besmirch birthplace blanket bloodstained
barefaced blushing bet bump buzzer
caked cater champion circumstantial cold-blooded
compromise courtship countless critic dauntless
dawn deafening discontent dishearten drugged
dwindle epileptic equivocal elbow excitement
exposure eyeball fashionable fixture flawed
frugal generous gloomy gossip green-eyed
gust hint hobnob hurried impede
impartial invulnerable jaded label lackluster
laughable lonely lower luggage lustrous
madcap majestic marketable metamorphize mimic
monumental moonbeam mountaineer negotiate noiseless
obscene obsequiously remorseless olympian outbreak
panders pedant premeditated puking radiance
skim milk submerge summit swagger torture
tranquil undress unreal varied worthless
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Extend and Explore
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If Shakespeare can do it - -why shouldn’t students?
“Be The Bard”
Making Words with Cognates
What to you think the following words, invented by students at the Kent State University, Reading
Clinic mean?
Autophile
Matermand
Bibliophobe
Triopolis
Teleterra
Semiaud
Convore
Chronovolve
For the gifted Lexiphiles
Psuedophilopolisodem
Invent a word or two on your own --
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Making and Writing WordsVowels
Consonants
1 6 11
2 7 12
3 8 13
4 9 14
5 10 15
TransferT-1 T-2 T-3
T-4 T-5 T-6
Fr: Rasinski, T. (1999). Making and writing words. Reading Online. Available at http://www.readingonline.org/articles/rasinski/. Permission to photocopy for educational use is granted.
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Making and Writing WordsVowels
Consonants
1 6 11
2 7 12
3 8 13
4 9 14
5 10 15
TransferT-1 T-2 T-3
T-4 T-5 T-6
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Making and Writing Words
Vowels
Consonants
1 5
2 6
3 7
4 8
Transfer
T-1 T-2
T-3 T-4
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WORDO!
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Words:
1.FREE 9.2. 10.3. 11.4. 12.5. 13.6. 14.7. 15.8. 16.
MORE VOCABULARY! Vocabulary Time Lines
Make appropriate additions to the following vocabulary time lines. List are synonymous vertically, on top of one another.
ToldSaid
Hot Cold
Beautiful Ugly
Tall Short
Young Old
Odiferous
Old Man
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Figurative Languagee
Choose a category below (or another category if you like) and brainstorm idioms and other common expressions that make reference in some way to the chosen category
Ducks and Geese Football Basketball Colors NumbersNautical/Water Church Fish Food/Kitchen Cars/TrucksStars/Space Horses Dogs Cats Plants/Flowers/TreesFarms Factory Word Seasons Weather Track and FieldBaseball School TheaterFootball
Written Composition Using Figurative LanguageRomeo and Juliet Told Through Sports Idioms
Right off of the bat, Romeo knew he was in love with Juliet. The problem was that across the board, the Capulets hated the Montagues. Romeo was behind the eight ball before he even had a chance to get the ball rolling. He knew it would be tough to score points with Juliet’s parents, but he didn’t throw in the towel quite yet. He danced with her at the Capulet’s ball, and their relationship was off and running. When Juliet’s cousin, Tybalt, saw them together, he blew the whistle on Romeo. Juliet’s father said that he would call the shots because it was his party, and Romeo was allowed to stay.
Romeo and Juliet dove right into a relationship and got married. It was smooth sailing for them until Tybalt threw Romeo a curve by killing Romeo’s friend Mercutio. Romeo had to level the playing field and get back at Tybalt, so he played hard ball and killed him. Romeo was down for the count when the Prince banished him. No one was in his corner except his love, Juliet. Defeated, he rolled with the punches and moved to Mantua.
His friend, Balthasar, wanted to touch base with him, but ended up throwing him a curve. Balthasar mistakenly thought Juliet was dead. Romeo couldn’t believe this was happening at this stage of the game; he was supposed to go get Juliet, and they were going to run away together. Romeo really dropped the ball after that. He lay down next to Juliet and took his own life. When Juliet awoke and saw her husband dead, she thought, “That’s the way the ball bounces,” and stabbed herself. The parents of the young lovers were shocked by what had happened. The announcement of their children’s deaths had come out of left field. They decided to tackle the problem of their long feud and built statues in memory of their lost children.
For more see: Leedy, Lorreen (Illustrator) and Street, Pat (author). (2003). There’s a Frog in My Throat. New York: Holiday House
Also: www.idiomconnection.com
Rasinski, T. V. (2008). Understanding Idioms and Other English Expressions Grades 4-6 (Understanding Idioms and Other English Expressions). Huntington Beach, CA: Shell Educational Publishing.
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IMAGE OR ICON
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CONCEPT MAP
IMPORTANT CHARACTERISTICS SYNONYMS
CATEGORY OR CLASS
CONTRASTING IDEA
EXAMPLE EXAMPLE EXAMPLE OR TYPE OR TYPE OR TYPE
Vocabulary Development: Semantic Feature Analysis (SFA)
Purpose:
Provides students with practice in analyzing words and concepts along various defining dimensions, characteristics, or features.
Procedure:
1. Obtain a blank grid (see template).
2. Identify a topic or theme from which to draw words to analyze.
3. Choose or invite students to choose a set of items, objects, or concepts that fit within the topic of theme (e.g. Topic = Texas Cities, Concepts = Dallas, Houston, Wichita Falls, etc.; Topic = American Leaders, Concepts = Washington, JFK, FDR, LBJ, etc.). The concepts are listed in the left hand column.
4. Brainstorm, alone or with students, features or characteristics that one or more of the concepts possess (e.g. Topic = Texas Cities, Features = Population over 500,000; Major sea port, southern half of state, state capital, contains military base). List the features along the top row of the grid.
5. Students use the features to analyze the concepts. Initially students can place a yes or no in each box to indicate the presence or absence of the feature. As students become more adept at using SFA, they can rate the degree to which each concept contains such a feature (e.g. 1 = does not possess the feature at all, 2 = possess the feature to some degree, 3 = possesses the feature to a very high degree -- very descriptive of the concept).
6. Students should discuss their reasoning with their classmates after completing the grid analysis.
7. After completing the analysis, students can write definitions for each concept using the various features or attributes that were the basis for the analysis (e.g. Houston is a large Texas city located in the southern part of the state; it is a major sea port but is not the state capital...).
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Semantic Feature Analysis Topic: ______________________
Columns = attributesRows = exemplars
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Books About WordsAlmond, Jordan. Dictionary of word origins: A history of the words, expressions, and
clichés we use.
Ayto, John. Dictionary of word origins: The histories of 8,000 English-language words.
Ehrlich, Ida. Instant Vocabulary. (Great vocabulary book that features Latin and Greek derivations.)
Funk, Charles. Thereby hangs a tale: Stories of curious word origins.
Funk, Charles. Heavens to Betsy! And other curious sayings. How more than 400 colorful and familiar expressions originated and developed.
Hoad, T. F. (editor). Oxford concise dictionary of English Etymology.
Lederer, Richard. Puns and Games. (One of many books about words by a self described “verbivore [his website]).
Leedy, Loreen. There’s a Frog in my Throat. (Superb collection of animal idioms and expressions.)
Levitt, Paul, Burger, Douglas, & Guralnick, Elissa. The Weighty Word Book. (Stories about words and word meanings – very clever).
Scholastic Dictionary Of Idioms by Marvin Terban (Paperback) (Marvin Terban has some wonderful books about words)
A Dictionary of American Idioms by M. T. Boatner, et al (Paperback)
The American Heritage Dictionary of Idioms by Christine Ammer (Hardcover)
Webster's New World American Idioms Handbook (Webster's New World) by Gail Brenner (Paperback - April 2003)
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PREVOKE
Vocabulary-Comprehension Strategy
Purpose:
Challenges students to use designated words from a text narrative or essay to sort into designated categories and to predict various aspects of the upcoming reading. Encourages prediction, an important aspect of proficient and engaged reading, as well as vocabulary development.
Procedures:
1. Select a text that you wish students to read. Identify 10-20 important words or short phrases from the text. Identify these words and phrases to students.
2. Choose categories into which you want to students to sort words (e.g. words related to plot, setting, tension of the story, characters, good words, bad words, descriptive and nondescriptive words, interesting words, essential and nonessential words, feeling words, nonfeeling words, etc.)
3. Introduce students to word set. Ask them to work in groups or alone in sorting the words into the categories you specific. Discuss the categorization when completed.
4. Once students have become familiar with the words and their meaning, through the categorization, have students make predictions about some aspect of the text to be read, or about the entire text. Share the predictions and explanations for the predictions.
5. Read the text to the students, or have them read it themselves. The predictions should act as purposeful questions that will engage students in making sense of the text.
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PREVOKEPrediction Based on Vocabulary:
A Comprehension Strategy
Pappa’s Parrot
father embarrassed stupid bird
Harry became ill “Miss him”
penny candy shop key visit his papa
more spending money “Hello Rocky”
good company “Where’s Harry”
Rocky Twilight Zone
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Sort Categories
Setting – Time and Place
Characters
Main problem/concern of the story
How the problem /concern is resolved (Resolution)
Unusual/Interesting words or phrases
Predictions -- Predict what this story will be about?
From: Cynthia Rylant. Every Living Thing.
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POSSIBLE SENTENCES
Key Words
A.I.D.S. INFECTION FUNGI LYME DISEASEFEVER CONTAGIOUS RINGWORM PATHOGENIC
SYMPTOMS FLU H.I.V. CHICKEN POXMEASLES POLIO MENINGITIS BACTERIAVACCINE ANTIBIOTICS DEER TICK IMMUNE SYSTEM
1. _______ _______ A.I.D.S. is caused by H.I.V.
Corrected Sentence:_________________________________________
2. _______ _______ Bacteria causes polio.
Corrected Sentence:___________________________________________
3. _______ _______ There is a vaccine for the Flu.
Corrected Sentence:___________________________________________
4. _______ _______ Fever is a symptom of ringworm.
Corrected Sentence:___________________________________________
5. _______ _______ The Immune System creates antibiotics.
Corrected Sentence:___________________________________________
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POSSIBLE SENTENCES T F
