Vocabulary Project Word List
Vocabulary Project Word List
Appendix: A List of Essential
appendix
The identification of basic words has been of interest to educators for years, pri-
marily because of the presumed utility of such a list. Given that basic words are
considered to be those from which other words in the language are derived, a rea-
sonable assumption has been that a knowledge of basic words within the English
language will naturally lead to increased facility at learning the other words within
the language. Specifically, it has been assumed that teaching students a small set of
basic words could provide a key to understanding those words that are derived
from the basic words (Becker, Dixon, and Anderson-Inman, 1980).
One of the earliest attempts to identify the basic words in English was Ogden’s
“basic English” (1932), an SSO [simple sign-on]-word lexicon from which all other
English words could be derived. Unfortunately, Ogden’s basic words were more
like primitive concepts that cognitive scientists (Shank and Rieger, 1974) use to
map the morphological structure of nouns and verbs than they were like basic
words from which the meaning of other words could be induced by the average
language user. A similar effort to identify the primitive semantic concepts in
We thank Dan Jesse for his guidance and advice on the design of the study and the analysis of the
data.
This publication is based on work sponsored wholly, or in part, by the Office of Educational Research
and Improvement (OERI), Department of Education, under Contract Number 400–86–0002. The
content of this publication does not necessarily reflect the views of OERI or any other agency of the
U.S. government. 127
977845 appendix.1 4/6/05 3:54 PM Page 128
English was undertaken by Burger (1984), who focused on verb forms as the pri-
mary semantic structure within the English language.
Dupuy (1974) was the first to operationally define a basic word. Among other
criteria, Dupuy listed the following: inclusion in each of four major dictionaries;
not compound or hyphenated; not a proper name or an abbreviation; not foreign,
archaic, informal, technical, derived, or variant. Based on a 1 percent sample of the
four criterion dictionaries, he then estimated that there are 12,000 basic words in
the English language. Following the Dupuy criteria, Becker, Dixon, and Anderson-
Inman (1980) identified 8,109 basic words from a list of 25,782 words drawn from
an updated version of the Thorndike and Lorge (1943) list. The intent of their
study was to create a list of basic words that could be used as an instructional tool.
Presumably a knowledge of the 8,109 words in the list would allow one to infer the
meaning of the 25,782 (and perhaps more) words from which the list was derived.
On the surface, such a list has great appeal Reason would suggest that if coverage of
these words was spread out over an extended interval of time (for examples, grades
K through 12), instruction in the basic words would not be an overwhelming task.
Nagy and Anderson (1984), however, identified a number of fallacies in Dupuy’s
logic and, consequently, in Becker, Dixon, and Anderson-Inman’s methods for se-
lecting basic words. They noted that Becker, Dixon, and Anderson-Inman’s use of
rather strict morphological criteria for identification of basic words rendered their
list invalid for all practical purposes, or at least invalid as an instructional tool.
Specifically, Nagy and Anderson asserted that morphological relationships between
words do not always ensure strong semantic relationships, at least from the per-
spective of the average language user. For example, following the Dupuy criteria,
Becker, Dixon, and Anderson-Inman assigned the words animism and animosity
to the same root word (basic word) anima. Nagy and Anderson noted that the av-
erage language user would probably be unaware of the word anima. Even if she
were, they argued, she would probably not make a meaningful connection between
animism and animosity.
In other words, Nagy and Anderson concluded that Becker, Dixon, and Ander-
son-Inman’s 8,109 basic words are, for the most part, too unrelated semantically
from the other words in the 25,782 corpus from which they were drawn to con-
stitute an instructionally meaningful set. In fact, using a corpus of 86,741 words
drawn from reading material encountered in grades 3 through 9 and referred to
as “written school English” (Carroll, Davies, and Richman, 1971), they estimated
that there are 88,500 basic words. Based on this estimate, they asserted that any
128 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 129
attempt to systematically teach and reinforce basic words would be futile since so
many words remained to be taught.
Beck, McKeown, and Omanson (1987) offered an alternative to the Nagy and An-
derson position. They conceded that there are many more basic words in the Eng-
lish language than could be reasonably taught in any instructional situation; however,
they asserted that only a small proportion of the basic words would have to be taught
to significantly affect student vocabulary development. Specifically, they noted that
about half of the 88,500 Nagy and Anderson basic words would be encountered only
once in an avid reader’s lifetime, given the diversity of texts from which the corpus
of study was drawn. In addition, of the remaining 44,250, only about 15,000 would
be encountered once or more in 10 million running words. In short, Beck, McKe-
own, and Omanson concluded that although Nagy and Anderson are probably cor-
rect in their estimate of the number of basic words in printed school English, this
estimate is not an accurate reflection of the number of basic words that students
would be highly likely to encounter in reading. Their arguments suggest that a list
of high-frequency basic words would be relatively short yet powerful in instructional
yield. Since such a list could be very useful, this study attempted to identify a corpus
of basic words that students would be highly likely to encounter in academic situa-
tions. In addition, this study sought to identify grade levels at which the basic words
should be taught to students who do not already know them.
Although vocabulary words are commonly thought of in terms of grade levels,
there is little agreement as to what a grade-level designation signifies and how to
assign grade levels to words. Thorndike and Lorge (1943), for example, did not
identify grade levels. Rather, they ranked words by frequency and then recom-
mended that words between specific frequency ranges be introduced at specific
grade levels. Harris and Jacobson (1972) identified the earliest grade level at which
words appeared in at least three of six basal reading series used in their study. They
assumed that the grade at which a word first appears in content reading material
was the best indicator of when the word should be introduced to students.
Although there are variations on the theme, most attempts to assign grade lev-
els have used the frequency of occurrence or first occurrence of words from a given
corpus, usually drawn from a variety of types of text that students encounter. For
example, Thorndike and Lorge’s list of words (1943) was drawn primarily from stu-
dent textbooks and magazines. Although almost all studies that we reviewed used
frequency data from more than one type of reading material, no studies used fre-
quency data for words on standardized tests. Consequently, this study sought to
Appendix 129
977845 appendix.1 4/6/05 3:54 PM Page 130
determine grade levels for the basic words identified using multiple frequency data
that included standardized tests.
METHOD
For the purposes of the study, “words students frequently encounter in academic
situations” were defined as words students will commonly encounter when reading
content-area textbook material and in standardized tests.
Corpus
The initial word list used to generate the corpus of study was the Basic Elementary
Reading Vocabulary (Harris and Jacobson, 1972). This list was derived from four-
teen elementary textbook series (six basal series and two series each from the fields
of English, social studies, math, and science) and contains 7,613 words. Because
the list is somewhat dated, it was reviewed by sixty kindergarten through sixth-
grade teachers, who added words they considered important for content-area in-
struction. For addition of a word to the corpus, the majority of the participating
teachers had to agree. Words considered not relevant to current content were
deleted. The addition and deletion process generated a list of 7,230 words. This list
was then merged with words in Becker, Dixon, and Anderson-Inman’s list (1980)
of 8,109 basic words. Finally, the words found in the directions to the student and
content of the following standardized tests were added to the combined list:
• The California Achievement Tests (CAT; 1986), Form E; Levels 10 through 20,
inclusive
• The Comprehensive Test of Basic Skills (CTBS; 1984), Form U; Levels A, B, C, D,
E, F, G, H, J, K
• Science Research Associates (SRA) Survey of Basic Skills Objectives (1984),
Form P; Levels 20, 21, 22, 23, 34, 35, 36, 37)
• The Stanford Achievement Tests (Gardner, Rudman, Karlsen and Merwin,
1981), Form E; Levels KI, K2, PI, P2, P3 I1, I2, A, T1, T2
In all, over 17,000 distinct nonduplicated words were found in the four stan-
dardized tests. The composite corpus generated from the aggregation of the sources
described above contained 30,371 words.
130 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 131
Appendix 131
977845 appendix.1 4/6/05 3:54 PM Page 132
There are some notable differences between the criteria listed above and those
described by Nagy and Anderson (1984). First, it is important to note that Nagy
and Anderson were interested in arriving at criteria that could be used to deter-
mine the number of distinct or basic words in printed school English. This study
was aimed at producing a list of academically relevant basic words that would have
immediate instructional utility using Beck, McKeown, and Omanson’s (1987) rea-
soning. One necessary bias in developing such a list is that any word that cannot
be easily derived from any other word by the average language user should be con-
sidered basic even though it is related to another word morphologically. Another is
that categories or types of words that are frequently the focus of instruction should
be considered basic. The rules used in this study reflect these biases. In the Nagy
and Anderson study, all comparative and superlative forms were considered non-
basic. Since irregular comparative and superlative forms are very distinct from their
positive forms (good, better, best), it was deemed necessary to include them in our
basic word list (see rule 3). Similarly, in this study, inflected forms were considered
basic except for pronouns and highly irregular verbs (see rule 4), whereas in the
Nagy and Anderson study, no exceptions were made. Specifically, pronoun forms
(such as I, you, and me) were considered basic in this study owing to their highly
irregular nature. It was assumed that recognizing the word I would not necessarily
lead to a recognition of the word me or other inflective forms. A similar situation
exists for some verbs. Although there are many verbs that are irregular in the way
that their principal parts are formed (find, found, found), only a few have such mor-
phographically different forms that little relationship is apparent. In this study,
such irregular verb forms were retained as basic words (for example, bring, brought;
go, went). Similarly, conjugated forms of the verb to be were considered basic since
that verb has such variant forms (for example, am, is, are). Proper names were con-
sidered nonbasic without exception in the Nagy and Anderson study, whereas in
this study, exceptions were made for months, days of the week, planets, the conti-
nents, the fifty states, and cities and countries that appeared with high frequency
in K–6 reading material (see rule 6). Cities and countries that appeared in The
American Heritage Word Frequency Book (WFB; Carroll, Davies, and Richman,
1971) as frequently as any other word determined to be at the sixth-grade level
within this study were selected for inclusion in the basic word list. In the Nagy and
Anderson study, formulas were considered nonbasic, while in this study, an ex-
ception was made for numbers (see rule 10). Specifically, cardinal numbers were
132 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 133
considered basic, whereas ordinals above third were considered derived forms or
nonbasic. For example, fourth can be easily derived from four, third less so from
three, and second and first cannot be derived at all from two and one. Again, cardi-
nal numbers were considered such an integral aspect of classroom instruction that
it was determined they should be part of a list of instructionally meaningful basic
words.
Any words not covered by the thirteen rules were then analyzed as to the extent
that they were basic or nonbasic, where basic words were defined as those that
could not be derived semantically or morphologically from another word.
Appendix 133
977845 appendix.1 4/6/05 3:54 PM Page 134
grade levels. Specifically, the raters determined the extent to which the initial grade-
level assignments fit within the range identified from the four standardized tests.
Any extreme discrepancies between initial grade-level assignments and the ranges
on standardized tests were noted and grade-level assessments adjusted by the raters.
Five classroom teachers representing grades 1, 2, 3, 4, and 6 then reviewed all
grade-level assignments. Teachers were asked to replace any grade-level assignment
with which they did not agree with a grade level they considered more appropri-
ate. Any word for which a new grade level was assigned by the participating teach-
ers was then reviewed by the raters. If the two raters agreed, a change in grade level
was made.
As a measure of grade-level validity, the final grade-level estimates were corre-
lated with the first appearance and modal grade-level appearance on the WFB and
the four standardized tests.
RESULTS
This appendix lists the 6,768 basic words derived from the corpus of 30,371 using
the criteria described. The words are ordered by their final grade-level designations.
Listed along with each word is the grade level at which the word first appears on
one or more of the standardized tests used in the study. The correlations among the
final grade-level estimates with the first and modal appearance of the words on the
four standardized tests and the WFB for each word are reported in Table A.1.
Table A.1 indicates that the final grade-level designation (BASIC) was the most
robust correlate in the matrix. Specifically, the range of correlations between BASIC
and the other measures was .29 to .68. The low value of this range was higher than
the low value of the range for any other correlate; similarly, the high value of this
range was greater than the high value of the range for any other correlate. In keep-
ing, the average correlation with BASIC (.47) was higher than the average corre-
lation for any other variable in the matrix. The robust nature of BASIC is perhaps
best illustrated when it is regressed on the other variables. The multiple R from
that analysis was .83 (N = 1448, p < (.001), and the coefficient of determination
was .69. When multiple regression analyses were conducted using the ten other
correlates in the matrix as dependent variables, the next highest multiple R using
SRA (F) as the dependent variable was .77 (N = 1448, p <.001) with a coefficient
of determination of .59.
134 Appendix
977845 appendix.1
1. BASIC .38 .67 .68 .67 .62 .45 .33 .29 .33 .29
(4,915) (3,401) (3,108) (2,806) (3,007) (4,861) (3,400) (3,109) (2,806) (3,007)
2. WFB (f) .25 .26 .23 .25 .25 .12 .12 .13 .16
3:54 PM
DISCUSSION
The findings in this study generally support Nagy and Anderson’s assertion (1984)
that there are far too many basic words in the English language to constitute a cor-
pus that might be taught within the context of regular classroom instruction.
Specifically, out of a 30,371-word corpus, 6,768, or 22 percent, were found to be
basic. Although the probability of a word’s being basic has an inverse relationship
with the frequency of use of the word (Nagy and Anderson, 1984), one could in-
duce from this study that there are many basic words in the English language, far
too many to teach in any direct manner.
However, the purpose of the study was to identify a set of K–6 basic words that
are commonly found in academic situations. Using the Beck, McKeown, and
Omanson (1987) logic, providing students with direct instruction in a small set of
words that can be used to determine the meaning of other words and are fre-
quently encountered in materials they read, might have immediate benefits for lit-
eracy development. The 6,768 words in this appendix represent such a list. Where
88,500 basic words would be impossible to teach, 6,768 in grades K–6 would not,
especially if instruction were limited to students at risk in terms of their language
development and to words they did not know. That is, instruction in the basic
words could be limited to those students not performing up to expected levels in
terms of their literacy development under the assumption that within the course
of normal literacy development, the basic words would be learned incidentally or
through direct instruction. Within this subset of students, instruction would focus
on only those words students did not already know. Hence, for any one student,
instruction would probably focus on a small subset of 6,768 basic words.
Of course, this study does not address such important issues as how instruc-
tion in the basic words should be accomplished. However, it does for the first time
provide a corpus of basic words that by some measures appear to be academically
sound and are also few enough to have instructional utility.
136 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 137
KINDERGARTEN
a K dog K look K
all 1 down K mad 1
am 1 end K me K
an K fall 1 mud K
and K fan K my 1
are K fish K name K
as 2 fly K no K
at K food K not K
away K for K of K
back K from K on K
ball K fun K or 1
bell K get K out K
big K go K paint K
bird K good K pet K
blue K gray K pin 1
book K green 1 play K
boot K groundhog K put K
box K hat 1 rain K
boy K he K red K
brown K here K run K
but K hill K sad K
by K I K say K
can K in K see K
car K into K she K
cat K is K sing K
come K it K sit 1
cow 1 its K so 1
day K kitten K stay K
do K little K stop K
Appendix 137
977845 appendix.1 4/6/05 3:54 PM Page 138
138 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 139
FIRST GRADE
about 1 bread 1 could K
add 1 breakfast 1 crayon 1
afraid 1 bring 2 cry K
after K bunny 1 cup 1
again K bus K cut K
ago K bush 1 dad 1
airplane K butterfly 2 dark K
also 1 button 1 dish K
always K cage 1 doll K
animal 2 cake 1 dot 3
ant 1 calf K draw K
apple 1 call K dream 1
ask K camp K dress 1
baby K cap 1 drink 2
bad 1 card K dry 1
bag 1 care 1 duck K
balloon 1 cart K early 1
bark 1 catch K eat K
barn 2 cave 1 edge 3
be K chain K egg K
bean 1 chicken K eight 1
bear 1 child K elephant 1
because K city 1 else K
bed 1 class K even K
bee 1 clock 1 eye 1
before K close 1 fair 2
begin 1 cloth K far 1
behind 1 cloud K farm K
best K clown K fast K
better K coat K fat K
bike 1 cold K father K
black 2 color 2 feed K
boat K cook 1 feet 1
both K cookie K find 1
bowl K corner K fire K
Appendix 139
977845 appendix.1 4/6/05 3:54 PM Page 140
140 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 141
Appendix 141
977845 appendix.1 4/6/05 3:54 PM Page 142
142 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 143
SECOND GRADE
able 2 believe K buy K
above 2 belong 2 candle K
across 2 below 3 candy 2
act 2 belt 3 canoe 2
address 3 beside 2 carrot 3
age 2 between 3 carry 2
ahead 2 bicycle 2 caterpillar 3
air K bit 2 cellar 2
alarm 3 bite 2 cent 2
alligator 4 blame 2 center 2
almost 2 blanket K cereal 2
along 1 bless 2 chair K
angel - block 4 chance 1
another 2 blossom 2 chase 2
answer 2 blow 2 cheek K
any 1 body K cheer 2
April 2 boil 3 cheese K
August 3 bottle 2 cherry 2
aunt K bottom 2 chin 2
autumn 3 branch 2 chips 2
bake 1 brave 2 choice K
ballet 7 break 3 choose 2
banana 3 bridge 2 chop 2
band 2 bright K chuckle 2
bandit K brook K circle K
bank 2 brother K circus 1
bar 6 brush 2 climb 2
basement 2 bucket 2 coach 3
basket K bug 1 copy 3
beach 2 bump 2 corn 2
beef 7 bun 2 correct 2
beehive 3 burn 2 count 2
beep 5 butcher 3 country 1
behave 4 butter 3 cover 2
Appendix 143
977845 appendix.1 4/6/05 3:54 PM Page 144
144 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 145
Appendix 145
977845 appendix.1 4/6/05 3:54 PM Page 146
146 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 147
Appendix 147
977845 appendix.1 4/6/05 3:54 PM Page 148
148 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 149
THIRD GRADE
aboard 3 apology 7 backward 6
accident 3 apostrophe - bacon 3
ache 2 appear 3 badge 3
adopt - approve - balcony 5
adult 3 apron - bald 7
adventure 3 area 3 Band-Aid
adverb 3 argue 3 bang 7
advice 3 arithmetic 3 barbecue -
Africa 3 Arizona 4 bare 3
against 3 Arkansas 4 baseball K
agree 4 arm 2 basketball 2
aim 3 army 3 bath 3
airport 3 arrange 3 bathroom 9
Alabama 5 arrive 3 batter 4
Alaska 3 arrow 3 battery 4
album 5 art 3 bead 3
alert 4 article 5 beak 5
alley 6 Asia 4 beam 3
allow 5 ass - beard 7
alphabet 4 Atlantic 3 beast 3
already K attack K beat 1
although 3 attention 3 beauty 3
ambulance 6 attic 5 beaver 3
America 3 attitude 5 become 3
among 3 Australia 4 beetle -
amount 3 author 3 beg -
amuse 3 autograph - being 3
anger 5 automobile 3 belly 3
announce 3 avenue 4 bench 3
annoy 5 award 3 bend 2
Antarctica 5 aware 5 beneath 4
anxious 3 awful 3 berry 4
apart 3 awhile 4 bet 3
apartment K babe 5 Bethlehem -
ape 6 baboon - beware 3
Appendix 149
977845 appendix.1 4/6/05 3:54 PM Page 150
150 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 151
Appendix 151
977845 appendix.1 4/6/05 3:54 PM Page 152
152 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 153
Appendix 153
977845 appendix.1 4/6/05 3:54 PM Page 154
154 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 155
Appendix 155
977845 appendix.1 4/6/05 3:54 PM Page 156
156 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 157
Appendix 157
977845 appendix.1 4/6/05 3:54 PM Page 158
158 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 159
Appendix 159
977845 appendix.1 4/6/05 3:54 PM Page 160
FOURTH GRADE
abbreviate 2 anniversary 5 awe 7
absent 4 annual 4 awkward 5
absorb 4 antelope - axe -
accent 5 anthem - axle 4
accept 3 antonym - babble -
accordion - appetite 4 background 4
accuse 4 applaud 5 balance 3
ace 3 appreciate 5 bale -
acid 3 approach 2 ballad 7
acorn - approximate 3 ballpoint 5
acrobat 6 apricot 7 ballroom -
actual 3 aquarium 3 Baltic 7
adjective 4 arch 4 bamboo 5
adjust 6 arctic 3 bandage 5
admire 3 ark 3 banjo -
admit 6 arrest - banner 4
affair 7 artificial 4 banquet 3
afford 3 ash 7 bargain 4
agriculture 6 aspen - barrel 4
aid 3 aspirin 3 barrow -
airline 4 assign 6 barter -
aisle 5 assortment 8 base 3
alfalfa 7 athlete 4 basic 4
algae 5 Atlanta 3 basin 4
almanac 5 atlas 4 bat 1
aloud 5 atmosphere 5 batch -
altitude 4 atom 4 baton -
aluminum 4 attach 3 battle 4
amaze 4 attend 4 bawl -
ambush - attract 4 bay K
anchor 4 audience 4 beagle 5
Anchorage - auditorium 4 bedspread -
ancient 3 auto 5 beer -
Andes 4 average 3 beet 3
ankle 5 avoid 4 behold -
160 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 161
Appendix 161
977845 appendix.1 4/6/05 3:54 PM Page 162
162 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 163
Appendix 163
977845 appendix.1 4/6/05 3:54 PM Page 164
164 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 165
Appendix 165
977845 appendix.1 4/6/05 3:54 PM Page 166
166 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 167
Appendix 167
977845 appendix.1 4/6/05 3:54 PM Page 168
168 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 169
Appendix 169
977845 appendix.1 4/6/05 3:54 PM Page 170
170 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 171
Appendix 171
977845 appendix.1 4/6/05 3:54 PM Page 172
172 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 173
Appendix 173
977845 appendix.1 4/6/05 3:54 PM Page 174
FIFTH GRADE
abandon 4 alkaline 7 archery 5
Abilene - allegiance - arena 6
aborigine - alloy 7 Argentina 5
abroad 7 almond - armor 5
absolute 6 Alps 5 armpit -
abuse 5 altar 11 aroma -
access 8 alto - array -
accessory 7 ambassador 5 artery 9
accompany 5 amber - asbestos -
accomplish 5 ambition 6 asparagus 6
account 5 amble 9 assemble 7
accurate 5 ammonia - assist 7
acre 7 ammunition 5 assume 7
adapt 5 amphibian 5 assure -
adequate 5 analyze 5 asteroid 5
administer - ancestor 5 astonish 7
admiral 6 angle 5 astronaut 5
adobe 12 anteater 7 astronomy 9
advance 7 antenna 5 attain -
advantage 5 antibiotics 9 attempt 5
advertise 5 anticipate 5 attire 11
advise 6 antidote 4 attorney 6
Aegean - antique 5 Austin 4
affect 5 antler 7 Austria 7
affection 7 Appalachian 9 authority 5
afterward 7 appeal 7 automatic 11
agent 5 appliance 9 auxiliary -
aircraft 5 apply K available 5
airfield - appoint 6 avalanche 5
airman - appropriate 7 aviator 5
airstrip - apt 6 avocado 11
ajar 8 aqueduct - awning -
Albany 5 arbor - axis 6
alcohol 5 arc 6 azure -
algebra 12 arcade 7 bacteria 5
174 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 175
Appendix 175
977845 appendix.1 4/6/05 3:54 PM Page 176
176 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 177
Appendix 177
977845 appendix.1 4/6/05 3:54 PM Page 178
178 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 179
Appendix 179
977845 appendix.1 4/6/05 3:54 PM Page 180
180 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 181
Appendix 181
977845 appendix.1 4/6/05 3:54 PM Page 182
182 Appendix
977845 appendix.1 4/6/05 3:54 PM Page 183
Appendix 183
977845 appendix.1 4/6/05 3:55 PM Page 184
184 Appendix
977845 appendix.1 4/6/05 3:55 PM Page 185
Appendix 185
977845 appendix.1 4/6/05 3:55 PM Page 186
186 Appendix
977845 appendix.1 4/6/05 3:55 PM Page 187
Appendix 187
977845 appendix.1 4/6/05 3:55 PM Page 188
188 Appendix
977845 appendix.1 4/6/05 3:55 PM Page 189
Appendix 189
977845 appendix.1 4/6/05 3:55 PM Page 190
SIXTH GRADE
abbot - alien 9 assault 7
abduct 10 Allegheny - associate -
abreast - ally 9 astrology 9
abrupt 7 alpha 7 Athens 5
abscess - alter 6 attribute -
abstain - alternate 6 auction 6
abstract 7 amateur - audio -
absurd 6 Amazon 7 audition -
abundant 6 ambiguous - authentic 6
academy 9 amethyst - avail -
accelerate - amnesia 9 aviation 9
accommodate - ample 6 Babylon 6
accord - Amsterdam - bachelor 6
achieve 5 amuck - backfire -
acknowledge 9 analogy - backhand -
acquaint 7 anemone 9 Baghdad -
acquire 9 animate 9 balk -
acropolis - anonymous - ballot 7
acute 6 anthracite - bandanna -
adept - antic - barb -
adhesive 7 apostle - barge 6
Adirondacks - appall - barley 7
adjacent 6 apparatus 12 baron -
adore 8 apparel 10 barracks 7
aerial - apparent 5 barren 6
affix 4 appendix 7 barricade 7
afflict - apprentice 6 barrier 6
aggregate - aqua - basis 6
agile 7 Arabia 5 baste 11
airborne - arachnid 6 bauxite 7
airway - arid 11 bazaar 6
alas - arsenal - bearing 11
albatross 10 arson - beckon 6
Alexandria - ascend 6 bedlam 7
Algeria - asphalt 7 beforehand 9
190 Appendix
977845 appendix.1 4/6/05 3:55 PM Page 191
Appendix 191
977845 appendix.1 4/6/05 3:55 PM Page 192
192 Appendix
977845 appendix.1 4/6/05 3:55 PM Page 193
Appendix 193
977845 appendix.1 4/6/05 3:55 PM Page 194
194 Appendix
977845 appendix.1 4/6/05 3:55 PM Page 195
Appendix 195
977845 appendix.1 4/6/05 3:55 PM Page 196
196 Appendix
977845 appendix.1 4/6/05 3:55 PM Page 197
Appendix 197
977845 appendix.1 4/6/05 3:55 PM Page 198
198 Appendix
977845 appendix.1 4/6/05 3:55 PM Page 199
Appendix 199
977845 appendix.1 4/6/05 3:55 PM Page 200
200 Appendix
977845 appendix.1 4/6/05 3:55 PM Page 201
Appendix 201
977845 appendix.1 4/6/05 3:55 PM Page 202
202 Appendix