# 8.15: How Do You Spell [p]?

Difficulty Level: At Grade Created by: CK-12

## How Do You Spell [p]?

1. You can hear the sound [p] at the beginning and end of the word pop. Underline the letters that spell [p] in the following words:

\begin{align*}& \text{accom\underline{p}any} && \text{\underline{p}oison} && \text{equi\underline{p}ment} && \text{syru\underline{p}} \\ & \text{su\underline{pp}ly} && \text{a\underline{pp}roved} && \text{su\underline{pp}ort} && \text{\underline{p}referred} \\ & \text{\underline{p}ur\underline{p}le} && \text{slee\underline{p}} && \text{inde\underline{p}endent} && \text{wra\underline{pp}er} \\ & \text{im\underline{p}rove} && \text{attem\underline{p}ted} && \text{worshi\underline{p}} && \text{ste\underline{pp}arent} \\ & \text{\underline{p}attern} && \text{occu\underline{p}y} && \text{accom\underline{p}lish} && \text{o\underline{pp}osite} \end{align*}

2. Sort the twenty words into these three groups:

Words with [p] ...
at the front: in the middle: at the end:
purple accompany equipment sleep
pattern supply support worship
poison purple independent syrup
preferred improve accomplish
approved wrapper
attempted stepparent
occupy opposite

3. You should have found two ways to spell [p]: \begin{align*}\underline{

}\end{align*}

and <pp>.

4. Does the spelling <pp> come at the front of any of these words? No How is [p] spelled at the front of words? \begin{align*}\underline{

}\end{align*}

. Does the <pp> spelling come at the end of any of these words? No. How is [p] spelled at the end of words? \begin{align*}\underline{

}\end{align*}

.

5. More than nine times out of ten [p] is spelled \begin{align*}<\mathrm{p}>\end{align*}. Very nearly all of the other times it is spelled <pp>. So the sound [p] is spelled \begin{align*}<\mathrm{p}>\end{align*} or <pp> nearly \begin{align*}100\%\end{align*} of the time. The next lesson will deal with when and why [p] is spelled <pp>.

Word Find. This Word Find contains fifteen words that contain the spelling <pp>:

\begin{align*}& \text{supply}\surd && \text{support}\surd && \text{lamppost}\surd && \text{snapped}\surd && \text{kidnapper}\surd \\ & \text{wrapper}\surd && \text{approach}\surd && \text{tipping}\surd && \text{approach}\surd && \text{stepparent}\surd \\ & \text{opposite}\surd && \text{appeal}\surd && \text{oppose}\surd && \text{opportunity}\surd && \text{oppress}\surd \end{align*}

Teaching Notes.

Item 2. Some students may point out that although a word like improve has a [p] in the middle of it, the [p] is actually at the beginning of the word prove within the word improve. They may also point out that you can analyze the compound stepparent into its two free tems: step+parent and and that step has a [p] at the end while parent has a [p] at the beginning. Such questions should be encouraged: They are a sign that the students are seeing complex words in terms of their elements, which is one of the things this program strives for. Tell such students that they are absolutely right, but that in this item they are being asked simply to sort out the words that are in the list. The rule that is worked out in subsequent lessons for choosing between \begin{align*}<\mathrm{p}>\end{align*} and <pp> when spelling [p] is not affected by the fact that some of the words listed in this item have [p]'s at the beginning or end of shorter words that they contain.

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