Worst is an extreme descriptor. You can’t get any worse than the worst – it’s the worst you can get. In grammatical terms, ‘worse’ is known as a comparative adjective and ‘worst’ a superlative adjective.

adjective. full of danger or risk; causing danger; perilous; risky; hazardous; unsafe. able or likely to cause physical injury: a dangerous criminal.

1. [S] [T] It’s extremely dangerous. ( Spamster)
2. [S] [T] I see how dangerous it is. (
3. [S] [T] Lightning can be dangerous. (
4. [S] [T] That’s downright dangerous. (
5. [S] [T] Tom is extremely dangerous. (
6. [S] [T] I think it’s very dangerous. (
7. [S] [T] I don’t think it’s dangerous. (
8. [S] [T] Isn’t that kind of dangerous? (

adjective. conforming to fact or truth; free from error; accurate: a correct answer. in accordance with an acknowledged or accepted standard; proper: correct behavior.

What is another word for correctly?

When something is true, legitimate or right, you can say it’s correct, using the word as an adjective. It can also be a verb; to correct wrong answers is to adjust them to make them right.

Spell/Read is a unique, science based phonological, auditory training program for struggling readers. The focus is on phonological, automaticity and reading fluency while providing explicit comprehension and vocabulary instruction.

For most kids, reading has to come before independent writing and spelling. This means that they can usually read a word for quite a while before they learn to spell it and use it in their own writing.

Sight words, or high frequency words, are commonly used words which students learn to recognize instantly “by sight” without decoding. Many of these words do not follow a spelling pattern, which can make them difficult to sound out and spell.

Your child probably has a few books that they ask you to read to them over and over again. While re-reading books provides opportunities to help your young reader develop important reading comprehension skills, it can also sneakily improve your child’s spelling skills (but you don’t have to tell them that!).

Spelling is more difficult than reading With good phonics-based instruction, most students learn to read words quickly and automatically. They learn that written letters and combinations of letters make certain sounds, and can use that knowledge to read a range of words they have never seen before.

Spelling problems, like reading problems, originate with language learning weaknesses. Therefore, spelling reversals of easily confused letters such as b and d, or sequences of letters, such as wnet for went are manifestations of underlying language learning weaknesses rather than of a visually based problem.

Research has found that spelling, reading, writing and comprehension skills are all closely linked. A research study conducted by L.C. Ehri for the Scientific Study of Reading found that spelling instruction improves reading ability, as it builds a learner’s knowledge of the alphabetic system as it is used in reading.

Spelling is not a sign of intelligence, and spelling is not an indicator of how good a job you do. It’s just an indicator of how careful a speller you are. Spelling is overrated by people who are good at it.

Communication: good spelling facilitates communication. By following the same rules for spelling words, we can all understand the text we read. Comprehension: good spelling avoids confusion. If you write with intent and proper spelling, the receiver of that text will understand it.

Spelling Rules

• Every word has at least one vowel.
• Every syllable has one vowel.
• C can say /k/ or /s/.
• G can say /g/ or /j/.
• Q is always followed by a u (queen).
• Double the consonants f, l, and s at the end of a one-syllable word that has just one vowel (stiff, spell, pass).

This generalization states that when you hear the /k/ sound at the end of a word AND the /k/ immediately follows a short vowel sound, it is spelled ck. If it is preceded by a long vowel or consonant, it is spelled with a k.

The Three Great Spelling Rules (The 1-1-1 Doubling Rule, the Magic-E Rule, and the Y Rule) present difficulty to many students, often requiring additional practice sessions to truly master these rules. Teaching each rule in a multisensory manner is of critical importance.

Examples: place, cake, mice, vote, mute. Y as a long I: The letter y makes the long sound of i when it comes at the end of a short word that has no other vowel. Examples: cry, try, my, fly, by, hi. Y as a long E: When y or ey ends a word in an unaccented syllable, the y has the long sound of e.

Some common synonyms of rule are canon, law, ordinance, precept, regulation, and statute. While all these words mean “a principle governing action or procedure,” rule applies to more restricted or specific situations.

Long Vowel Rule (1): When a word has two vowel, usually the first vowel says its name and thesecond vowel is silent. A diphthong is two vowel sounds in one syllable.

Commonly Confused Words

• Accept / Except.
• Affect / Effect.
• A Lot / Alot.
• Allusion / Illusion.
• All Ready / Already.
• Altogether / All Together.
• Apart / A Part.
• Ascent / Assent.

Spelling patterns include groups of letters, for example, ought and igh, as well as digraphs, that is two or more letters that represent one speech sound, for example oi (vowel digraph) and ch (consonant digraph).