This question tests CCSS.L.4.4.c: consulting reference materials (dictionaries, glossaries, thesauruses) to find pronunciation and determine or clarify precise meaning. Students must know which tool to use for different purposes and how to use information from these references. Three main reference tools: (1) DICTIONARY - use to find word meanings (definitions), pronunciation (how to say it), spelling, part of speech (noun/verb/etc.), and multiple definitions if word has more than one meaning. Dictionary entries show: entry word in bold, pronunciation in parentheses, part of speech abbreviated, definition(s) numbered if multiple, and example sentences. (2) GLOSSARY - found at back of textbooks, defines subject-specific or difficult words used in that book; faster than dictionary because only includes book's vocabulary. (3) THESAURUS - use to find synonyms (words with similar meanings) when you want to avoid repeating same word or need more precise/interesting word. Thesaurus doesn't define words - it gives alternatives. In this question, Carlos sees a dictionary entry with 'photograph (FOH-toh-graf)' and needs to identify what the part in parentheses is for. The purpose is understanding the components of a dictionary entry, specifically the pronunciation guide. Choice A is correct because in dictionary entries, the pronunciation is shown in parentheses right after the entry word, using respelling and symbols to guide how to say it, like breaking 'photograph' into syllables. Choice B represents misreading the entry, which occurs when students confuse pronunciation guides with synonyms (synonyms are in thesauruses, not the parentheses in dictionaries). To help students: Create reference tool decision chart. NEED MEANING? → Check GLOSSARY first if reading textbook (faster, subject-specific), OR use DICTIONARY (complete definitions, all meanings). NEED PRONUNCIATION? → Use DICTIONARY (shows how to say it with pronunciation guide in parentheses). NEED SYNONYM? → Use THESAURUS (lists similar words). NEED SPELLING? → Use DICTIONARY. NEED OPPOSITE WORD? → Use THESAURUS (often lists antonyms). Teach how to read dictionary entries: Entry word (bold) → Pronunciation (parentheses) → Part of speech (n., v., adj.) → Definition (numbered if multiple) → Example sentence. Teach when to use glossary: Reading science/social studies textbook, see unfamiliar term, check glossary at back of book first (definitions match book content). Teach thesaurus use: Writing and used word too many times, look up word in thesaurus, find synonym that fits context, check if it has same part of speech. Practice with real entries. Watch for: confusing dictionary and thesaurus (dictionary defines, thesaurus gives synonyms), ignoring glossaries (faster than dictionary for textbook terms), not using pronunciation guides (parentheses show how to say word), not reading all definitions when word has multiple meanings (must use context to choose correct one), over-using references for words that can be determined from context clues. Teach when reference needed: unfamiliar word, can't determine from context, need precise meaning, want synonym, unsure of pronunciation. Emphasize that glossaries are your friend when reading textbooks - faster and more relevant than full dictionary.

This question tests CCSS.L.4.4.c: consulting reference materials (dictionaries, glossaries, thesauruses) to find pronunciation and determine or clarify precise meaning. Students must know which tool to use for different purposes and how to use information from these references. Three main reference tools: (1) DICTIONARY - use to find word meanings (definitions), pronunciation (how to say it), spelling, part of speech (noun/verb/etc.), and multiple definitions if word has more than one meaning. Dictionary entries show: entry word in bold, pronunciation in parentheses, part of speech abbreviated, definition(s) numbered if multiple, and example sentences. (2) GLOSSARY - found at back of textbooks, defines subject-specific or difficult words used in that book; faster than dictionary because only includes book's vocabulary. (3) THESAURUS - use to find synonyms (words with similar meanings) when you want to avoid repeating same word or need more precise/interesting word. Thesaurus doesn't define words - it gives alternatives. In this question, Marcus encounters 'immigrant' in his social studies textbook and needs a quick definition specific to the book. The purpose is getting a fast, book-relevant meaning for a subject-specific term. Choice A is correct because a GLOSSARY provides quick definitions of terms used in the book, such as 'immigrant: a person who comes to live permanently in a foreign country,' tailored to social studies context. Glossaries are quicker than dictionaries for textbook terms and definitions match how the word is used in that book. Choice C represents wrong tool for purpose, which occurs when students don't realize glossaries are faster and more focused than dictionaries for textbook terms. While a dictionary gives a general definition, the glossary is designed for quick lookup in the context of the book. To help students: Create reference tool decision chart. NEED MEANING? → Check GLOSSARY first if reading textbook (faster, subject-specific), OR use DICTIONARY (complete definitions, all meanings). NEED PRONUNCIATION? → Use DICTIONARY (shows how to say it with pronunciation guide in parentheses). NEED SYNONYM? → Use THESAURUS (lists similar words). NEED SPELLING? → Use DICTIONARY. NEED OPPOSITE WORD? → Use THESAURUS (often lists antonyms). Teach how to read dictionary entries: Entry word (bold) → Pronunciation (parentheses) → Part of speech (n., v., adj.) → Definition (numbered if multiple) → Example sentence. Teach when to use glossary: Reading science/social studies textbook, see unfamiliar term, check glossary at back of book first (definitions match book content). Teach thesaurus use: Writing and used word too many times, look up word in thesaurus, find synonym that fits context, check if it has same part of speech. Practice with real entries. Watch for: confusing dictionary and thesaurus (dictionary defines, thesaurus gives synonyms), ignoring glossaries (faster than dictionary for textbook terms), not using pronunciation guides (parentheses show how to say word), not reading all definitions when word has multiple meanings (must use context to choose correct one), over-using references for words that can be determined from context clues. Teach when reference needed: unfamiliar word, can't determine from context, need precise meaning, want synonym, unsure of pronunciation. Emphasize that glossaries are your friend when reading textbooks - faster and more relevant than full dictionary.

This question tests CCSS.L.4.4.c: consulting reference materials (dictionaries, glossaries, thesauruses) to find pronunciation and determine or clarify precise meaning. Students must know which tool to use for different purposes and how to use information from these references. Three main reference tools: (1) DICTIONARY - use to find word meanings (definitions), pronunciation (how to say it), spelling, part of speech (noun/verb/etc.), and multiple definitions if word has more than one meaning. Dictionary entries show: entry word in bold, pronunciation in parentheses, part of speech abbreviated, definition(s) numbered if multiple, and example sentences. (2) GLOSSARY - found at back of textbooks, defines subject-specific or difficult words used in that book; faster than dictionary because only includes book's vocabulary. (3) THESAURUS - use to find synonyms (words with similar meanings) when you want to avoid repeating same word or need more precise/interesting word. Thesaurus doesn't define words - it gives alternatives. In this question, Sofia encounters an unfamiliar word 'habitat' in her science textbook and needs its meaning. The purpose is learning the meaning of a subject-specific term quickly. Choice B is correct because the GLOSSARY at the back of the science textbook is the fastest way to find definitions of subject-specific terms used in that book, such as 'habitat: the natural home or environment of an animal or plant.' Glossaries are quicker than dictionaries for textbook terms and definitions match how the word is used in that book. Choice C represents ignoring context, which occurs when students don't realize glossaries are faster and more focused than dictionaries for textbook terms. While a dictionary would work and provide a general definition, the glossary gives the precise meaning as used in the science book. To help students: Create reference tool decision chart. NEED MEANING? → Check GLOSSARY first if reading textbook (faster, subject-specific), OR use DICTIONARY (complete definitions, all meanings). NEED PRONUNCIATION? → Use DICTIONARY (shows how to say it with pronunciation guide in parentheses). NEED SYNONYM? → Use THESAURUS (lists similar words). NEED SPELLING? → Use DICTIONARY. NEED OPPOSITE WORD? → Use THESAURUS (often lists antonyms). Teach how to read dictionary entries: Entry word (bold) → Pronunciation (parentheses) → Part of speech (n., v., adj.) → Definition (numbered if multiple) → Example sentence. Teach when to use glossary: Reading science/social studies textbook, see unfamiliar term, check glossary at back of book first (definitions match book content). Teach thesaurus use: Writing and used word too many times, look up word in thesaurus, find synonym that fits context, check if it has same part of speech. Practice with real entries. Watch for: confusing dictionary and thesaurus (dictionary defines, thesaurus gives synonyms), ignoring glossaries (faster than dictionary for textbook terms), not using pronunciation guides (parentheses show how to say word), not reading all definitions when word has multiple meanings (must use context to choose correct one), over-using references for words that can be determined from context clues. Teach when reference needed: unfamiliar word, can't determine from context, need precise meaning, want synonym, unsure of pronunciation. Emphasize that glossaries are your friend when reading textbooks - faster and more relevant than full dictionary.

This question tests CCSS.L.4.4.c: consulting reference materials (dictionaries, glossaries, thesauruses) to find pronunciation and determine or clarify precise meaning. Students must know which tool to use for different purposes and how to use information from these references. Three main reference tools: (1) DICTIONARY - use to find word meanings (definitions), pronunciation (how to say it), spelling, part of speech (noun/verb/etc.), and multiple definitions if word has more than one meaning. Dictionary entries show: entry word in bold, pronunciation in parentheses, part of speech abbreviated, definition(s) numbered if multiple, and example sentences. (2) GLOSSARY - found at back of textbooks, defines subject-specific or difficult words used in that book; faster than dictionary because only includes book's vocabulary. (3) THESAURUS - use to find synonyms (words with similar meanings) when you want to avoid repeating same word or need more precise/interesting word. Thesaurus doesn't define words - it gives alternatives. In this question, Amir is unsure of the spelling of 'separate' and needs a tool to check it. The purpose is verifying or finding the correct spelling of a word. Choice C is correct because a DICTIONARY lists words in alphabetical order with correct spellings as entry words, such as 'separate (SEP-uh-rayt) v.: to divide or keep apart.' Dictionaries are the primary tool for spelling confirmation. Choice A represents wrong tool for purpose, which occurs when students confuse tool functions - thesaurus gives synonyms but doesn't focus on spelling. A thesaurus might list 'divide, detach' under separate but assumes you know the spelling already. To help students: Create reference tool decision chart. NEED MEANING? → Check GLOSSARY first if reading textbook (faster, subject-specific), OR use DICTIONARY (complete definitions, all meanings). NEED PRONUNCIATION? → Use DICTIONARY (shows how to say it with pronunciation guide in parentheses). NEED SYNONYM? → Use THESAURUS (lists similar words). NEED SPELLING? → Use DICTIONARY. NEED OPPOSITE WORD? → Use THESAURUS (often lists antonyms). Teach how to read dictionary entries: Entry word (bold) → Pronunciation (parentheses) → Part of speech (n., v., adj.) → Definition (numbered if multiple) → Example sentence. Teach when to use glossary: Reading science/social studies textbook, see unfamiliar term, check glossary at back of book first (definitions match book content). Teach thesaurus use: Writing and used word too many times, look up word in thesaurus, find synonym that fits context, check if it has same part of speech. Practice with real entries. Watch for: confusing dictionary and thesaurus (dictionary defines, thesaurus gives synonyms), ignoring glossaries (faster than dictionary for textbook terms), not using pronunciation guides (parentheses show how to say word), not reading all definitions when word has multiple meanings (must use context to choose correct one), over-using references for words that can be determined from context clues. Teach when reference needed: unfamiliar word, can't determine from context, need precise meaning, want synonym, unsure of pronunciation. Emphasize that glossaries are your friend when reading textbooks - faster and more relevant than full dictionary.

This question tests CCSS.L.4.4.c: consulting reference materials (dictionaries, glossaries, thesauruses) to find pronunciation and determine or clarify precise meaning. Students must know which tool to use for different purposes and how to use information from these references. Three main reference tools: (1) DICTIONARY - use to find word meanings (definitions), pronunciation (how to say it), spelling, part of speech (noun/verb/etc.), and multiple definitions if word has more than one meaning. Dictionary entries show: entry word in bold, pronunciation in parentheses, part of speech abbreviated, definition(s) numbered if multiple, and example sentences. (2) GLOSSARY - found at back of textbooks, defines subject-specific or difficult words used in that book; faster than dictionary because only includes book's vocabulary. (3) THESAURUS - use to find synonyms (words with similar meanings) when you want to avoid repeating same word or need more precise/interesting word. Thesaurus doesn't define words - it gives alternatives. In this question, Sofia encounters an unfamiliar word 'metamorphosis' in her science textbook and needs its meaning. The purpose is learning the meaning of a subject-specific term used in the book. Choice A is correct because the glossary at the back of the science textbook is the fastest way to find definitions of subject-specific terms used in that book, with meanings matching how the word is used, like 'metamorphosis' as the process of change in animals. Choice C represents ignoring the efficiency of glossaries, which occurs when students don't realize glossaries are faster and more focused than dictionaries for textbook terms; dictionary guide words help locate entries but a full dictionary search takes longer. To help students: Create reference tool decision chart. NEED MEANING? → Check GLOSSARY first if reading textbook (faster, subject-specific), OR use DICTIONARY (complete definitions, all meanings). NEED PRONUNCIATION? → Use DICTIONARY (shows how to say it with pronunciation guide in parentheses). NEED SYNONYM? → Use THESAURUS (lists similar words). NEED SPELLING? → Use DICTIONARY. NEED OPPOSITE WORD? → Use THESAURUS (often lists antonyms). Teach how to read dictionary entries: Entry word (bold) → Pronunciation (parentheses) → Part of speech (n., v., adj.) → Definition (numbered if multiple) → Example sentence. Teach when to use glossary: Reading science/social studies textbook, see unfamiliar term, check glossary at back of book first (definitions match book content). Teach thesaurus use: Writing and used word too many times, look up word in thesaurus, find synonym that fits context, check if it has same part of speech. Practice with real entries. Watch for: confusing dictionary and thesaurus (dictionary defines, thesaurus gives synonyms), ignoring glossaries (faster than dictionary for textbook terms), not using pronunciation guides (parentheses show how to say word), not reading all definitions when word has multiple meanings (must use context to choose correct one), over-using references for words that can be determined from context clues. Teach when reference needed: unfamiliar word, can't determine from context, need precise meaning, want synonym, unsure of pronunciation. Emphasize that glossaries are your friend when reading textbooks - faster and more relevant than full dictionary.

This question tests CCSS.L.4.4.c: consulting reference materials (dictionaries, glossaries, thesauruses) to find pronunciation and determine or clarify precise meaning. Students must know which tool to use for different purposes and how to use information from these references. Three main reference tools: (1) DICTIONARY - use to find word meanings (definitions), pronunciation (how to say it), spelling, part of speech (noun/verb/etc.), and multiple definitions if word has more than one meaning. Dictionary entries show: entry word in bold, pronunciation in parentheses, part of speech abbreviated, definition(s) numbered if multiple, and example sentences. (2) GLOSSARY - found at back of textbooks, defines subject-specific or difficult words used in that book; faster than dictionary because only includes book's vocabulary. (3) THESAURUS - use to find synonyms (words with similar meanings) when you want to avoid repeating same word or need more precise/interesting word. Thesaurus doesn't define words - it gives alternatives. In this question, Yuki needs a quick meaning for 'habitat' while reading her science book. The purpose is getting a fast, subject-specific definition from the textbook. Choice B is correct because a glossary is quicker than a dictionary for textbook terms and gives the definition specific to how the word is used in that book, like 'habitat' as 'the natural home of an animal.' Choice C represents not prioritizing glossaries, which occurs when students don't realize glossaries are faster and more relevant for science terms than a full dictionary search. To help students: Create reference tool decision chart. NEED MEANING? → Check GLOSSARY first if reading textbook (faster, subject-specific), OR use DICTIONARY (complete definitions, all meanings). NEED PRONUNCIATION? → Use DICTIONARY (shows how to say it with pronunciation guide in parentheses). NEED SYNONYM? → Use THESAURUS (lists similar words). NEED SPELLING? → Use DICTIONARY. NEED OPPOSITE WORD? → Use THESAURUS (often lists antonyms). Teach how to read dictionary entries: Entry word (bold) → Pronunciation (parentheses) → Part of speech (n., v., adj.) → Definition (numbered if multiple) → Example sentence. Teach when to use glossary: Reading science/social studies textbook, see unfamiliar term, check glossary at back of book first (definitions match book content). Teach thesaurus use: Writing and used word too many times, look up word in thesaurus, find synonym that fits context, check if it has same part of speech. Practice with real entries. Watch for: confusing dictionary and thesaurus (dictionary defines, thesaurus gives synonyms), ignoring glossaries (faster than dictionary for textbook terms), not using pronunciation guides (parentheses show how to say word), not reading all definitions when word has multiple meanings (must use context to choose correct one), over-using references for words that can be determined from context clues. Teach when reference needed: unfamiliar word, can't determine from context, need precise meaning, want synonym, unsure of pronunciation. Emphasize that glossaries are your friend when reading textbooks - faster and more relevant than full dictionary.

This question tests CCSS.L.4.4.c: consulting reference materials (dictionaries, glossaries, thesauruses) to find pronunciation and determine or clarify precise meaning. Students must know which tool to use for different purposes and how to use information from these references. Three main reference tools: (1) DICTIONARY - use to find word meanings (definitions), pronunciation (how to say it), spelling, part of speech (noun/verb/etc.), and multiple definitions if word has more than one meaning. Dictionary entries show: entry word in bold, pronunciation in parentheses, part of speech abbreviated, definition(s) numbered if multiple, and example sentences. (2) GLOSSARY - found at back of textbooks, defines subject-specific or difficult words used in that book; faster than dictionary because only includes book's vocabulary. (3) THESAURUS - use to find synonyms (words with similar meanings) when you want to avoid repeating same word or need more precise/interesting word. Thesaurus doesn't define words - it gives alternatives. In this scenario, Keisha needs to know whether 'bright' is functioning as an adjective or noun to understand grammar and usage. The purpose is determining part of speech (grammatical function) of a word. Choice A is correct because the DICTIONARY shows part of speech for each word - it would show 'bright' with 'adj.' (adjective) and possibly 'n.' (noun) if it can be both, helping Keisha understand that bright is primarily an adjective (bright light) but can sometimes be a noun (the brights of the headlights). Choice B represents wrong tool for purpose, which occurs when students don't know that thesauruses focus on synonyms, not grammatical information. A thesaurus would list synonyms for bright (shiny, brilliant, radiant) but wouldn't indicate parts of speech. To help students: Create reference tool decision chart. NEED PART OF SPEECH? → Use DICTIONARY (shows n., v., adj., adv. etc.). Teach reading dictionary abbreviations: n. = noun, v. = verb, adj. = adjective, adv. = adverb, prep. = preposition. Show how some words can be multiple parts of speech depending on use: 'The bright (adj.) light hurt my eyes' vs 'Turn on your brights (n.)'. Watch for: not knowing dictionaries show parts of speech, not understanding abbreviations (adj., n., v.), thinking all reference tools show grammar information (only dictionaries do), not recognizing when words can be multiple parts of speech. Practice identifying parts of speech using dictionary entries.

This question tests CCSS.L.4.4.c: consulting reference materials (dictionaries, glossaries, thesauruses) to find pronunciation and determine or clarify precise meaning. Students must know which tool to use for different purposes and how to use information from these references. Three main reference tools: (1) DICTIONARY - use to find word meanings (definitions), pronunciation (how to say it), spelling, part of speech (noun/verb/etc.), and multiple definitions if word has more than one meaning. Dictionary entries show: entry word in bold, pronunciation in parentheses, part of speech abbreviated, definition(s) numbered if multiple, and example sentences. (2) GLOSSARY - found at back of textbooks, defines subject-specific or difficult words used in that book; faster than dictionary because only includes book's vocabulary. (3) THESAURUS - use to find synonyms (words with similar meanings) when you want to avoid repeating same word or need more precise/interesting word. In this scenario, Jamal sees the word 'aisle' and needs help pronouncing it correctly. The purpose is determining the correct pronunciation of a tricky word that doesn't sound like it's spelled. Choice C is correct because the DICTIONARY provides pronunciation guides (shown in parentheses) along with definitions, which is what's needed to learn how to say 'aisle' correctly. Dictionary pronunciation guides use special symbols and respelling to show how to say words: aisle (ILE) - sounds like 'I'll' not 'ay-sul'. Choice B represents wrong tool for purpose, which occurs when students don't realize thesauruses don't show pronunciation - they only list synonyms like 'passageway, corridor, walkway'. A thesaurus won't tell you that 'aisle' sounds like 'I'll'. To help students: Create reference tool decision chart. NEED PRONUNCIATION? → Use DICTIONARY (shows how to say it with pronunciation guide in parentheses). Teach how to read dictionary entries: Entry word (bold) → Pronunciation (parentheses) → Part of speech → Definition. Practice with tricky words: aisle (ILE), island (I-lund), knife (NIFE). Watch for: thinking any reference tool shows pronunciation (only dictionaries do), not using the pronunciation guide in parentheses, confusing spelling with pronunciation.

This question tests CCSS.L.4.4.c: consulting reference materials (dictionaries, glossaries, thesauruses) to find pronunciation and determine or clarify precise meaning. Students must know which tool to use for different purposes and how to use information from these references. Three main reference tools: (1) DICTIONARY - use to find word meanings (definitions), pronunciation (how to say it), spelling, part of speech (noun/verb/etc.), and multiple definitions if word has more than one meaning. Dictionary entries show: entry word in bold, pronunciation in parentheses, part of speech abbreviated, definition(s) numbered if multiple, and example sentences. (2) GLOSSARY - found at back of textbooks, defines subject-specific or difficult words used in that book; faster than dictionary because only includes book's vocabulary. (3) THESAURUS - use to find synonyms (words with similar meanings) when you want to avoid repeating same word or need more precise/interesting word. Thesaurus doesn't define words - it gives alternatives. In this question, Jamal can't pronounce the word 'aisle' correctly and needs to know how to say it. The purpose is determining correct pronunciation of a word. Choice C is correct because the DICTIONARY provides pronunciation guides (shown in parentheses) along with definitions. Dictionary pronunciation guides use special symbols and respelling to show how to say words: aisle (īl) - showing it sounds like 'I'll' not 'ay-sul' which is a common mispronunciation. Choice B represents wrong tool for purpose, which occurs when students don't realize thesauruses don't show pronunciation - they only list synonyms. A thesaurus might list synonyms for aisle (corridor, passageway) but won't show how to pronounce it. To help students: Create reference tool decision chart. NEED MEANING? → Check GLOSSARY first if reading textbook (faster, subject-specific), OR use DICTIONARY (complete definitions, all meanings). NEED PRONUNCIATION? → Use DICTIONARY (shows how to say it with pronunciation guide in parentheses). NEED SYNONYM? → Use THESAURUS (lists similar words). NEED SPELLING? → Use DICTIONARY. Teach how to read pronunciation guides in dictionaries: Look for parentheses after entry word, learn common symbols (ī = long i sound, ə = schwa sound), practice with familiar words first. Watch for: thinking any reference tool shows pronunciation (only dictionaries do), not understanding pronunciation symbols, confusing spelling with pronunciation (aisle has silent 's'), not checking pronunciation when unsure how to say a word.

This question tests CCSS.L.4.4.c: consulting reference materials (dictionaries, glossaries, thesauruses) to find pronunciation and determine or clarify precise meaning. Students must know which tool to use for different purposes and how to use information from these references. Three main reference tools: (1) DICTIONARY - use to find word meanings (definitions), pronunciation (how to say it), spelling, part of speech (noun/verb/etc.), and multiple definitions if word has more than one meaning. Dictionary entries show: entry word in bold, pronunciation in parentheses, part of speech abbreviated, definition(s) numbered if multiple, and example sentences. (2) GLOSSARY - found at back of textbooks, defines subject-specific or difficult words used in that book; faster than dictionary because only includes book's vocabulary. (3) THESAURUS - use to find synonyms (words with similar meanings) when you want to avoid repeating same word or need more precise/interesting word. In this scenario, Jamal sees the word 'aisle' and needs help pronouncing it correctly. The purpose is determining the correct pronunciation of a word that looks different from how it sounds. Choice A (Dictionary) is correct because the DICTIONARY provides pronunciation guides (shown in parentheses) along with definitions. Dictionary pronunciation guides use special symbols and respelling to show how to say words: aisle (ILE) - showing it sounds like 'I'll' not 'ay-sul' as students might guess from spelling. Choice B represents wrong tool for purpose, which occurs when students confuse which tool does what - thesauruses list synonyms but don't show pronunciation. A thesaurus would give words like 'passageway, corridor' but wouldn't help Jamal know that the 's' in aisle is silent. To help students: Create reference tool decision chart. NEED PRONUNCIATION? → Use DICTIONARY (shows how to say it with pronunciation guide in parentheses). Teach how to read dictionary entries: Entry word (bold) → Pronunciation (parentheses) → Part of speech → Definition → Example. Practice reading pronunciation guides: aisle (ILE), knife (NIFE), island (I-lund). Watch for: thinking any reference tool shows pronunciation (only dictionaries do), not understanding pronunciation symbols, confusing spelling with pronunciation, trying to sound out tricky words without checking dictionary. Emphasize that English has many words where spelling doesn't match sound - dictionary pronunciation guides are essential for words like aisle, colonel, yacht.