ERRATA: Essentials Older Editions Corrections
This page lists corrections to past editions of Essentials that may affect the clarity of instruction. These errors have already been corrected in subsequent printings or editions. (You can also view errata for the current edition.)
We are aware of other typographical errors that do not affect teaching the lessons. If you find an error or just have a question, please feel free to contact us.
Essentials Teacher's Guide, Volume 1
2nd Edition (2015)
| Page | Lesson | Notes | Corrected | |||
|---|---|---|---|---|---|---|
| 183 | 3 | Teacher script should say "The morpheme sym- is Greek for..." | Prior to 2017 | |||
| 208-209 | 4 | Level C Spelling List 4 activities: invalid should not be included on this list. The spelling list included the adjective invalid, which is spelled the same but pronounced differently (stress on the second syllable). The noun invalid (stressed on the first syllable) has not been taught. If students do include this noun on their own, this is fine. | 3rd Ed (2018) | |||
| 223 | 5 | Words that end in /ä/: the second group of words incorrectly lists lava in place of comma the first time it is discussed. Comma is the actual word listed in the student workbook. | Prior to 2017 | |||
| 274 | 6 | Level C Identifying Parts of Speech: the first phrase should be a competent sheriff | 3rd Ed (2018) | |||
| 281 | 6 | Level A Dictation: The suffix -est has not been taught. The following dictation phrases may be substituted for those in the Teacher's Guide: 1. cleaner water 2. schools, ponds, and paths 3. toy cars, toy trains, and balls 4. the poor paintbrushes |
Prior to 2017 | |||
| 479-481 | 11 | We have clarified and corrected the Transitive Verbs & Direct Objects lesson. You can download an updated version of this section: Pages 479-481 | 3rd Ed (2018) | |||
| 602 | 15 | Level B Dictation sentence 5: the word lightning was misprinted as lightening. | 3rd Ed (2018) |
Essentials Student Workbook, Volume 1
2nd Edition (2015)
| Page | Lesson | Notes | Corrected | |||
|---|---|---|---|---|---|---|
| 49 | 4 | The phonogram board game may include two phonograms that are not taught until Lesson 5: AI and AY. You may cross out these phonograms before playing, or change them to a single-letter A, I, or Y. | 3rd Ed (1-7 WB, 2018) | |||
| 158 | 9 | Spelling Rule section, #3: the first syllable of timer should be bolded, not the second. | 3rd Ed (8-15 WB, 2018) | |||
| 167 | 10 | Added the fifth sound of OU to the chart. Page 167 | 3rd Ed (8-15 WB, 2018) |
Essentials Teacher's Manual
1st Edition (2012)
| Page | Lesson | Notes | ||
|---|---|---|---|---|
| 83 | 8 | knight may be added to the list under Phonograms ending in GH | ||
| 104 | 9 | After teaching the Possessives section, you may note that singular nouns that hiss will add ’s, indicating that something is possessed by only one person or thing. Boss’s, box’s (singular), but boxes’ and bosses’ (plural). |
||
| 120 | 11 | Reading Words with OUGH - “noun” does not belong in this list. “Sought” could be added in its place. | ||
| 132 | 11 | "heros"/"heroes" - Of the two spellings of the plural of "hero," "heroes" is more common. The first printing used "heros," since it follows the plurals rules students have learned. The second printing substitutes the more common spelling. The word is irregular in how the plural is formed. If you choose to use "heroes," be sure to support students by cuing the ES phonogram. (Several other words ending in O form irregular plurals the same way: tomatoes, potatoes) | ||
| 136 | 12 | says | ||
| 182 | 15 | “m” is listed twice in the phonogram review. Substitute “n” for #20. | ||
| 197 | 17 | In the phonogram UI section, the text should read: "It is found in only ten base words. ...Read the four words listed in your workbook. These are some of the most common." There are ten known base words that use the phonogram UI, not twelve. Some common UI words are not included on this page because they use spelling rules that have not yet been taught. "Ruin" does not use the phonogram UI and should not be included in this list. |
||
| 210 | 17 | Dictation numbering should be 1-6. (also pp.223, 239) | ||
| 232 | 19 | apple: Say-to-Spell should say ăp pl | ||
| 284 | 23 | Spelling Rule 7: Y says long /ē/ only at the end of a multi-syllable word. (This is true for both base words like family and derivatives like simplicity. This rule limits when y can say /ē/; however, it does not limit what y can say in that position. Y can say another sound at the end of the word: /ī/ as in reply.) | ||
| 286 | 23 | #13 Practice Sentence "The hungry boys ate five bowls of soup." | ||
| 313, 318 | 25 | "accidently" should be "accidentally" (also page 305) | ||
| 322 | 26 | "proceeded" should be "preceded" | ||
| 383-384 | 29 | update to the list of words that derive from "act" Updated List | ||
| 416 | 32 | For "stopped" (#13), the Syllables column should read "1." | ||
| 471 | 36 | Corrected syllable breaks: stu / di / o, bac / te / ri / a |
Essentials Cursive Workbook / Essentials Manuscript Workbook
1st Edition (2012)
| Page | Lesson | Notes | ||
|---|---|---|---|---|
| 215 | 21 | Loose should be lose. Corrected page: Silent Final E Game | ||
| 231 | 22 | Loose should be lose. Corrected page: Silent Final E Game | ||
| 275 | 25 | Accidently should be accidentally. Workbook p.275 | ||
| 284 | 25 | Optional practice: "Daily" is an exception to the suffixing rules. Substituted "hungry" for "day." Changed "accident" to "accidental." Cursive Workbook p.284 — Manuscript Workbook p.284 |