Essentials Errata

The following list provides corrections to errors in Essentials. Some of these errors have already been corrected in later printings.
We are aware of other typographical errors that do not affect teaching the lessons. These have been or will be corrected in future printings as well.

We aim to have tremendous accuracy in our curriculum, while recognizing the potential for human error. If you find an error or just have a question, please feel free to contact us.

Teacher's Guide, Lessons 16-22 (2nd edition, 2018)

Page Lesson Notes
230 20 Grammar sentence #9: the word frogs is not an adjective and should not be highlighted in the teacher answer key.
233 21 The second sound of the phonogram GU is missing on this page. It has two sounds, not one: /g - gw/ as in guess and language. The Basic Phonogram Flash Card is correct.


Student Workbook, Lessons 16-22 (2nd edition, 2018)

Page Lesson Notes
43 17 Sentence #6 should read "Hazel disliked the high pitched sound." The object should be bolded, not the subject.
55 17 Grammar section: errors in sentences #1 and #4 corrected. Page 55
186 22 #2 and #3: If needed, provide support for adding -ly to words ending in -le using the Teacher Tip in the Lesson 21 Level B Vocabulary section.
195 22 Editing activity: Sentence 3 has five mistakes, not four as indicated in the instructions.


Teacher's Guide, 2nd. Ed. Volume 1 (2015)

Page Lesson Notes
183 3 Teacher script should say "The morpheme sym- is Greek for..."
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.
223 5 Level C Identifying Parts of Speech: the first phrase should be a competent sheriff
274 6 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.
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
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


Student Workbook, 2nd. Ed. Vol. 1 (2015)

Page Lesson Notes
49 4 The phonogram board game may two phonograms that are not taught until Lesson 5: AI and AY. You may cross out these phonograms before, or change them to a single-letter A, I, or Y.
167 10 Added the fifth sound of OU to the chart. Page 167



Essentials 1st Edition (published 2012)

Teacher's Manual

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. Students have learned the phonongram OE, but the word is irregular in how the plural is formed. If you choose to use "heroes," be sure to support students by cuing the OE 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." Page 286
313, 318 25 "accidently" should be "accidentally" (also page 305) Page 313
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



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. Substitute "hungry" for "day." Change "accident" to "accidental."
Cursive Workbook p.284 Manuscript Workbook p.284

Login Form