1
WordStudy Start
Vocabulary
Adding Plural Endings -es, -ies
Lesson Objectives
Day 1
Students will:
• Understand that words with plural endings indicate more
than one of something
• Recognize plural endings
• Recognize the singular form of plural words
• Understand that plural endings of -s, -es, and -ies add a new
syllable to the singular word
-s
PluralPlural
Endings
Endings
-s
-es
-es
babies
-ies
brush
= brushes
+ es = brushes
face + s =face
faces
+ s = faces brush + es
-ies
-ch
-ch
Words ending
Wordsinending
consonant
in consonant
+ y:
+ y:
tray + s =tray
trays
+ s = trays
Change the
Change
y to ithe
andy add
to i and
-es add -es
key + s =key
keys
+ s = keys
baby – y baby
+ i + –esy =+ babies
i + es = babies
-sh
-sh
-ss
worry – yworry
+ i + –esy =+ worries
i + es = worries
Materials:
• Anchor Poster
Day 2
-x
Students will:
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
• Recognize and understand rules for forming plural endings
• Correctly use the singular and plural forms of words in oral
babies
faces
sentences
benches
families
• Sort words with plural endings in correct categories
3
ashes
4
pages
3
stories
3
Word Cards (BLM 3)
We had one
2. reading
We had ________________
one reading ________________
this morning and
this morning
this afternoon
and this
we’llafternoon we’ll
I wondered
3. if I we
wondered
would see
if we
several
wouldwild
see________________
several wild ________________
or just one or just one
3.
bench
4.
foxes fox
spy
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Name ___________________________________
Date ____________________________________
spies spy
mattresses
mattress
2.
homework, books, pencil boxes, and lunches. During the school day, in
benches
3.
good weather, kids usually get to spend time outside on a playground.
Many schools have after-school clubs for hobbies, homework, and sports.
Fifty years from now, the people who are babies today will be all
Sentence
grown up. What will schools be like then? Will kids still go to classes in
spies
school buildings? Will anyone still eat peanut butter and jelly sandwiches
for lunch? Will teachers send homework to kids by texting and will kids
still turn the pages of books? We can all make guesses. It is impossible
to know for sure. But one thing will always be true about schools in our
mattresses
country: they will always be places where kids can learn, read, think,
watches
watch
Reading Passage (BLM 9)
First Try
3.
Schools usually have cafeterias where students gather to eat their
Second Try
(if needed)
lunches, whether it is sandwiches or something else like pizza. Some
New Words
schools also have rooms for art, music, and computers. Students have
1.
classes in math, reading, science, and social studies.
Students all over the country carry backpacks to school, filled with
2.
homework, books, pencil boxes, and lunches. During the school day, in
Correct Spelling
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
7.
7.
7.
8.
8.
8.
9.
9.
9.
©2010 Benchmark Education Company, LLC
Reading Passage (BLM 9)
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
Additional Materials:
• Word Study Notebooks
• Pocket Chart
Date ____________________________________
Spelling Peer Check
2.
in towns or cities or far away from both.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
1.
of things schools have in common, too. It makes no difference if they are
watches
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write
your spelling words.
3.
good weather, kids usually get to spend time outside on a playground.
Many schools have after-school clubs for hobbies, homework, and sports.
Fifty years from now, the people who are babies today will be all
Sentence
grown up. What will schools be like then? Will kids still go to classes in
school buildings? Will anyone still eat peanut butter and jelly sandwiches
for lunch? Will teachers send homework to kids by texting and will kids
still turn the pages of books? We can all make guesses. It is impossible
and grow.
Students will:
• Correctly spell the words with plural endings
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
a
r
k
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
Materials:
• Quick-Check Assessment
m
benches
bench
Name ___________________________________
country: they will always be places where kids can learn, read, think,
h
1.
Students all over the country carry backpacks to school, filled with
Word Study & VocabularyWord
1: Unit
Study
7: Adding
& Vocabulary
plural endings
1: Unit 7:
-es,
Adding
-ies plural endings -es, -ies
Spelling Dictation
Review Words
to know for sure. But one thing will always be true about schools in our
c
New Words
classes in math, reading, science, and social studies.
7
Date ____________________________________
school has a name, and it stands in a place all its own. But there are lots
n
3.
schools also have rooms for art, music, and computers. Students have
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Word Study & VocabularyWord
1: Unit
Study
7: Adding
& Vocabulary
plural endings
1: Unit 7:
-es,
Adding
-ies plural endings -es, -ies
students, teachers, and a principal who belong only to that school. Each
e
voices
and grow.
watch
Each school in the United States is special because it has its own
B
2.
Schools usually have cafeterias where students gather to eat their
lunches, whether it is sandwiches or something else like pizza. Some
________________,
________________,
too.
too.
What Do Schools Have in Common?
®
Each school in the United States is special because it has its own
of things schools have in common, too. It makes no difference if they are
in towns or cities or far away from both.
6. I got a new6. ________________
I got a new ________________
and my brother
andand
mysister
brother
gotand
newsister got new
minutes
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Name ___________________________________
Day 5
1.
school has a name, and it stands in a place all its own. But there are lots
days
voices
voice
Date ____________________________________
Review Words
students, teachers, and a principal who belong only to that school. Each
days day
________________
________________
would be softer.
would be softer.
Should I 6.
wait Should
for oneI ________________
wait for one ________________
or several ________________?
or several ________________?
minutes
minute
Name ___________________________________
Spelling Dictation
5. Mom told 5.
meMom
I justtold
needed
me I one
just ________________
needed one ________________
on my bed, but
on Imy
thought
bed, but
twoI thought two
foxes
mattress
minute
Date ____________________________________
What Do Schools Have in Common?
In the story,
4. aIngroup
the story,
of ________________
a group of ________________
worked together
worked
to help
together
the youngest
to help the youngest
hobbies
The mother
5. ________________
The mother ________________
had a litter ofhad
six baby
a litter________________.
of six baby ________________.
fox
Name ___________________________________
________________
________________
solve the mystery.
solve the mystery.
hobbies
hobby
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Dad set up
3. one
Dadpicnic
set up
________________,
one picnic ________________,
but it wasn’t enough
but it wasn’t
so heenough
had to so
sethe had to set
turkeys
Mom has4.several
Mom________________
has several ________________
that she enjoys,
thatbut
shemy
enjoys,
favorite
but my favorite
hobby
Word Study & VocabularyWord
1: Unit
Study
7: Adding
& Vocabulary
plural endings
1: Unit 7:
-es,
Adding
-ies plural endings -es, -ies
up more ________________.
up more ________________.
________________
________________
is painting. is painting.
Students will:
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
At first we saw
At one
first ________________
we saw one ________________
, but later we, saw
but later
threewe
________________.
saw three ________________.
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
All of the2.________________
All of the ________________
were singing together,
were singing
but together,
I could only
but hear
I could
the only hear the
voice
________________
________________
that is always that
hanging
is always
around
hanging
the woods.
around the woods.
6.
Parent Directions:
Parent
Have
Directions:
your child Have
use the
yourfollowing
child usesentence
the following
patternsentence
to write pattern
three sentences
to write three
on sentences on
the back of this the
paper,
backeach
of this
using
paper,
a different
each using
wordafrom
different
the word
word bank.
from the word bank.
soprano ________________.
soprano ________________.
classes
turkeys
turkey
-ies
5
Are we going
1. Are
to stay
we going
at ourtoGrandmother’s
stay at our Grandmother’s
house for onehouse
________________
for one ________________
day
5.
5
or several ________________?
or several ________________?
2.
Classroom Activity (BLM 7)
check to make sure underlines
are marked to overprint
(Window: Attributes)
1.
keys
have two reading
have ________________.
two reading ________________.
• Recognize words with plural endings in the reading passage
• Write singular forms of plural words
• Correctly spell the dictated spelling words
Kit 1_U7_TG.indd 1
I had two1.________________
I had two ________________
for my house,for
butmy
then
house,
I lostbut
onethen
________________.
I lost one ________________.
turkey
-ies
Finish the
Finish
Sentence
the Sentence
2.
4.
5
worries
worries
5
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
sentence
read and
eachthen
sentence
write the
and correct
then write
wordthe
in correct
the
word in the
blank line.
blank line.
1.
3.
-es
-es
5
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Finish the
Finish
Sentence
the Sentence
classes
class
-s
-s
Word Cards (BLM 5)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
class
dishes
families
5
5
Word Study & VocabularyWord
1: Unit
Study
7: Adding
& Vocabulary
plural endings
1: Unit 7:
-es,
Adding
-ies plural endings -es, -ies
Directions: Read
Directions:
each sentence
Read and
eachthen
sentence
write the
and correct
then write
wordthe
in correct
the blank
word
line.in the blank line.
Materials:
• BLM 2: Category Cards
• BLMs 4–5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Category Cards— -ch, -sh, -ss, -x
5
5
5
©2010 Benchmark Education Company, LLC
keys key
keys
voices
faces
dishes
buses
families
5
Word Cards (BLM
Word
5) Cards (BLM 5)
key
hobbies
keys
worries
voices
boys
faces
boxes buses
Unit
• Recognize words with plural endings
• Spell the singular form of plural words
• Understand the rules for forming plurals
• Choose the correct forms of words to complete sentences
Day 4
4
Word Cards (BLM 4)
Students will:
ditches
hobbies
houses
worries
sandwichessandwiches
boys
boxes
turkeys
turkeys
minutes
minutes
wishes
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
©2010 Benchmark Education Company, LLC
breezes
ditches
sketches sketches
houses
traystrays
5
5
Word Cards (BLM 4)
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
breezes
mattresses
mattresses watches
watches
4
4
5
5
5
taxes
glasses
3
5
5
spiesspies
5
houses
houses
4
4
voices
3
4
dresses
3
PatternPattern
Sort Sort
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
wordread
in the
each
word
word
bank
in and
the word
then sort
bankit and
into then
the sort it into the
category that shows
category
the that
correct
shows
pluraltheending.
correctAsk
plural
yourending.
child toAsk
tellyour
howchild
to spell
to tell
thehow
singular
to spell
form
the singular form
of each word. of each word.
Word BankWord Bank
5
5
hobbies
hobbies
sketches
4
5
5
saxes
ditches
3
5
eyelashes
eyelashes
4
4
passes
3
5
peaches
dishes
5
©2010 Benchmark Education Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
pennies
pennies
buses
buses sandwiches
sandwiches
4
4
5
4
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
©2010 Benchmark Education Company, LLC
Word Cards (BLM 3)
papers
papers
5
5
leashes
churches
3
5
4
4
lunches
3
breezes
breezes
4
brushes
3
3
bodies
bodies
kisses
4
foxes
3
Category Cards (BLM 2)
wishes
4
Word Cards (BLM 4)
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
4
glasses
3
Word Cards (BLM 3)
Word Study & VocabularyWord
1: Unit
Study
7: Adding
& Vocabulary
plural endings
1: Unit 7:
-es,
Adding
-ies plural endings -es, -ies
guesses
boxes
3
boys
Materials:
bushes
• Anchor Poster
changes
• BLM 2: Category Cards
• BLM 3: Word Cards
classes
• BLM 6: Take-Home Activity
crashes
• Teacher Category Cards— -es, -s, -ies
days
• Teacher Word Cards—pages, bushes, stories, days
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Anchor Chart (BLM 1)
3
3
Day 3
Category Cards Category
(BLM 2) Cards (BLM 2)
Word Study & VocabularyWord
1: Unit
Study
7: Adding
& Vocabulary
plural endings
1: Unit 7:
-es,
Adding
-ies plural endings -es, -ies
taxes
4
voices
3
4
dresses
3
days
sketches
4
stories
3
4
ditches
3
crashes
-x
saxes
4
passes
3
4
dishes
3
classes
peaches
4
pages
3
4
churches
3
changes
-ss
leashes
4
lunches
3
4
brushes
3
bushes
box + es box
= boxes
+ es = boxes
4
kisses
4
foxes
3
guesses
4
boxes
3
boys
glass + esglass
= glasses
+ es = glasses
ashes
3
families
3
lunch + es
lunch
= lunches
+ es = lunches
house + shouse
= houses
+ s = houses
Words ending
Wordsinending in
vowel + y:
vowel + y:
Add -s Add -s
faces
3
benches
ending
Wordsinending
ch, sh, in
ss, ch,
x: sh, ss, x:
Words ending
Wordsinending
e:
in Words
e:
Add -es Add -es
Add -s Add -s
E
d
u
c
a
t
i
o
n
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
C
o
m
p
a
n
y
6/9/10 1:59:06 AM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
To help students understand plural endings
show them one object and then more than
one of the same object to demonstrate the
plural. For example, show one box and
then more than one box. As you show
each object, write the singular and then the
plural form of the word on the chalkboard.
Blending Practice
Tell students that when -es is added to
words to make the plural, the plural ending
creates a new syllable. This is also the case
when -s is added to words that end in s
like house. Explain that the new syllable
will have either the /ez/ sound like in
dishes or the /z/ sound as in babies.
If some students have difficulty reading
the words, help them read the words
syllable by syllable. For example, point
to the word crashes on the chalkboard.
Show how you divide the word before the
plural ending crash/es. Read each syllable
and then blend the syllables together:
crash/es: crashes. Continue to support
students who need help with blending
throughout the week, using the example
words used in the lesson.
Review Unusual Past Tense Words
Focus Words: threw, caught, kept
Write the following sentence on the chalkboard and read it aloud: When Brad threw
the ball in the air, his dog caught it and kept on running.
Have students name the words in the sentence that are unusual past tense words.
Remind them that unusual past tense words have a spelling change from their
present tense form.
Have students say the present tense form of each past tense word and explain how
the spelling of the present tense changed to make the past tense form.
Introduce Adding Plural Endings -es, -ies
Model
Tell students they will be learning how to form plural endings. Remind them that
plural endings tell them that there is more than one of something.
Write the words boy, face, lunch, and story on the chalkboard and use them to
demonstrate the rules for creating the plural forms of words. As you refer to letters
in the words, underline them on the chalkboard. Write the plural form next to each
word. Say: To make words plural, we add -s, -es, or -ies. Look at the word boy. To
make this word plural, we just add -s: boys.
The word face has a silent e. To make face plural, we add -s.
The word lunch ends with -ch. To make lunch plural, we, add -es to make lunches.
The word story ends with a consonant and the letter y. When a word ends in
consonant + -y, we change the y to i and add -es to make stories.
Guide
Write the words house, pass, penny, and stay on the chalkboard. Guide students to
tell what they need to do to make these words plural. As students tell you, write the
plural forms next to the words on the chalkboard.
Apply
Write page, buzz, baby, and day on the chalkboard. Tell students to turn to a
neighbor and take turns stating how to make the plural form of each word.
©2010 Benchmark Education Company, LLC. All rights reserved.
Teachers may photocopy the reproducible pages for classroom use.
No other part of the guide may be reproduced or transmitted in whole or
in part in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage or retrieval system,
without permission in writing from the publisher.
Printed in Guangzhou, China.
XXXX-XXXX-XXXX
ISBN: 978-1-4509-0090-4
2 Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
Kit 1_U7_TG.indd 2
©2010 Benchmark Education Company, LLC
6/9/10 1:59:06 AM
Spelling Words with Plural Endings
Assessment Tip
Unit Spelling Words: trays, minutes, classes, boxes, lunches, stories, families,
pennies
Write the singular form of the spelling words on the chalkboard: tray, minute,
class, box, lunch, story, family, penny. Focus on groups of the spelling words as
you show how to write the plural form of each word next to it on the chalkboard.
Say: Look at the first two words. To make tray and minute into plural words, all I
have to do is add -s.
Look at the word class. It has two s’s at the end. We add -es to words that end in
double s, like grasses, passes, and classes. Box ends with an x. We also add -es
to words that end in x, like boxes and foxes. We also add -es to words that end in
ch like lunches, churches, watches.
Monitor students to make sure that they
can recognize the plural endings and
understand the rules for adding plural
endings. Also note if students can identify
the singular form of each plural word.
Home/School Connection
Students can take home a list of spelling
words and practice reading, writing, and
spelling the words with a family member.
The last three words end with the letter y. To make these words plural, we need to
drop the y and then add -ies: stories, families, pennies.
Show students the anchor poster and review the rules for adding plural endings to
different types of words. Point out that words that end with a consonant and the
letter e do not drop the e. They just add -s. Have students notice that adding -s to
words like house, voice, and change creates a second syllable.
Have students write each spelling word and the singular form of each word in their
word study notebooks. Have them circle the plural endings.
©2010 Benchmark Education Company, LLC Kit 1_U7_TG.indd 3
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies 3
6/9/10 1:59:07 AM
Day Two
Teacher Tip
If students need more practice with plural
endings, use word equations to help them
understand how to change the singular
form of a word into the plural word—for
example, page + -s = pages, bush + -es =
bushes, story – y + -ies = stories, day +
-s = days.
Review Adding Plural Endings -es, -ies
Show students the anchor poster and review the rules for adding plural endings to
words.
Write the words faces, classes, bodies, lunches, and keys on the chalkboard. Ask
students to match the words with the rule on the anchor chart.
Have students work with a partner to say each plural word and the singular form of
each word. Ask them to use both the singular and plural words in oral sentences.
Teacher-Directed Sort
-s
-es
-ies
pages
days
bushes
stories
Teacher-Directed Sort
Teacher Word Cards: pages, bushes, stories, days
Teacher Category Cards: -es, -s, -ies
Pattern Sort
-s
-es
-ies
pages
faces
changes
boys
voices
days
bushes
lunches
classes
benches
foxes
passes
crashes
stories
babies
families
Home/School Connection
Have students take home BLM 6 to
complete with a family member. Students
can also take home the word cards and
share their sorts with a family member.
Supporting ELs
Because some ELs may not have someone
at home who speaks English well enough
to work with them on BLM 6, make
sure that they understand what they are
supposed to do on the BLM.
Place the category cards in a row in the pocket chart. As you model sorting the plural
endings, place each word card under the correct category heading. Hold up each
word card, one at a time.
Think aloud: When I look at the word pages, I see that it has an -es on the end
of the word. I also know that the singular of pages is page and that it ends with a
silent letter e. So I can tell that pages fits under the -s category because we just add
-s to words that end in e. Days is another word where I just add -s. The word days
has a vowel before the y. I know that I just need to add -s to make it plural.
The word bushes ends with -es. Bushes has a vowel and two consonants before the
-es. When a word follows this rule, I know to just add -es to make it plural.
When I look at the word stories, I see an -ies. This tells me that the y in story was
changed to an i before the -es was added.
Spelling. Have students write the headings from the category cards in the pocket
chart in their word study notebooks. Then have them write their spelling words in the
appropriate category.
Pattern Sort
Tell students they will be sorting each plural word into the category that shows how
each plural word was formed. Have students work with a partner. Give each pair of
students the category cards from BLM 2 and the word cards on BLM 3. Tell them to
take turns sorting each word into the correct category. Remind them to think about
the rules for creating plural endings.
4 Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
Kit 1_U7_TG.indd 4
©2010 Benchmark Education Company, LLC
6/9/10 1:59:07 AM
Day Three
Pattern Sort
Pattern Sort
Teacher Category Cards: -ch, -sh, -ss, -x
Place the category cards in the pocket chart. Write the words benches, bushes,
classes, and foxes on the chalkboard. Say: These words were part of our sort
yesterday. They were words that we sorted into the -es category. Today we are
going to sort words according to how the -es was added to the words.
Circle the ch in benches. Say: The word bench ends with the consonant digraph
-ch. We add -es to words that end with -ch to make them plural.
Circle the sh in bushes. Say: The word bush ends with the consonant digraph -sh.
We also add -es to words that end with -sh.
Circle the ss in classes. Say: The word class ends with the double -s, so we add
-es to words that end like this.
Circle the x in foxes. Say: The word fox ends with -x. When we make words that
end in -x plural, we add -es.
Give pairs of students the category cards for -ch, -sh, -ss, and -x on BLM 2, as well
as the word cards on BLM 4. Ask pairs to sort the words according to the spelling
of the base words.
Independent Sort
For extra practice with plurals, after students have sorted the words on BLM 4 for
spelling, they can sort the words on BLM 5 for endings -ies, -es, or -s.
Applying Meaning. Give students BLM 7 and complete the cloze, choosing the
correct words to complete the sentences.
-ch
-sh
-ss
-x
ditches
peaches
churches
sketches
dishes
ashes
brushes
leashes
wishes
glasses
kisses
guesses
dresses
taxes
boxes
saxes
Independent Sort
-es
-ies
-s
watches
eyelashes
mattresses
sandwiches
spies
worries
pennies
bodies
hobbies
buses
houses
turkeys
papers
trays
minutes
breezes
Assessment Tip
Note which students understand plural
endings and are able to sort words with
plural endings into the correct categories.
Continue to monitor to see if students can
also spell the singular form of each plural
word.
Providing Support
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner to read
and complete it.
Home/School Connection
Give students BLM 8 to complete with a
family member. Explain that they are to do
the same thing they did on BLM 7 in class.
Supporting ELs
Make sure that ELs understand what to do
on BLM 8 since there may not be anyone
at home who speaks English well enough
to help them complete it.
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Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies 5
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Day Four
Providing Support
Instead of having students read the
passage independently, place students in
small groups of mixed reading abilities and
have them choral-read the passage straight
through. Then have them work as a team
to find examples of words with plural
endings.
Name ___________________________________
Date ____________________________________
What Do Schools Have in Common?
Each school in the United States is special because it has its own
students, teachers, and a principal who belong only to that school. Each
school has a name, and it stands in a place all its own. But there are lots
of things schools have in common, too. It makes no difference if they are
in towns or cities or far away from both.
Schools usually have cafeterias where students gather to eat their
lunches, whether it is sandwiches or something else like pizza. Some
schools also have rooms for art, music, and computers. Students have
classes in math, reading, science, and social studies.
Students all over the country carry backpacks to school, filled with
homework, books, pencil boxes, and lunches. During the school day, in
good weather, kids usually get to spend time outside on a playground.
Many schools have after-school clubs for hobbies, homework, and sports.
Fifty years from now, the people who are babies today will be all
grown up. What will schools be like then? Will kids still go to classes in
school buildings? Will anyone still eat peanut butter and jelly sandwiches
for lunch? Will teachers send homework to kids by texting and will kids
still turn the pages of books? We can all make guesses. It is impossible
to know for sure. But one thing will always be true about schools in our
country: they will always be places where kids can learn, read, think,
and grow.
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
Word Hunt
Tell students they will be going on a word hunt to find words with plural endings.
Give each student a copy of the reading passage on BLM 9. Remind students that
plural endings are formed by adding -s to words that end with a silent e, adding -es
to words that have a vowel and at least two consonants, changing the y to i and then
adding -es to words that end with a consonant and letter y, and adding -s to words
with a vowel before the letter y.
Name ___________________________________
Date ____________________________________
Spelling
Dictation word in their word study notebooks and then
Have students write each
plural-ending
Review Words
write the singular form of each word beside the plural word.
1.
2.
3.
Spelling Dictation
New Words
Give students
Spelling Dictation (BLM 10). Dictate the following words from last
1.
week’s spelling
words to students, one at a time, and have students write them on
2.
their BLMs:
wrote, slept, threw.
3.
Dictate the following words from this week’s unit, one at a time, having students
Sentence
write them
on the BLMs: classes, minutes, pennies.
Dictate the following sentence and have students write it on their papers: While
we are eating our lunches, we take a few minutes to tell stories about our
families.
Write the words and sentence on the chalkboard and have students self-correct their
papers.
Spelling Dictation (BLM 10)
©2010 Benchmark Education Company, LLC
Home/School Connection
Have students take the reading passage on
BLM 9 home to read to a family member
and point out the words with plural
endings.
Supporting ELs
Make sure ELs know the meanings of the
spelling words. Before student pairs use
BLM 11, have the partners tell each other
oral sentences using the spelling words.
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
©2010 Benchmark Education Company, LLC
Spelling Practice
Give pairs of students Spelling Peer Check (BLM 11). While one student reads the
spelling words from his or her word study notebook, the other student writes the
words in the First Try column. After the second student has spelled the words, the
first student places a check mark next to words spelled correctly.
For the second try, the first student may prompt the second student by sounding out
the words that were spelled incorrectly the first time. If the second spelling attempt is
correct, the first student places a check mark in the Second Try column.
Then students switch roles.
6 Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
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Day Five
Spelling Assessment
Name ___________________________________
Date _______________________________________
Unit 7 Quick-Check: Adding Plural Endings
-es, -ies
Use the following procedure to assess students’ spelling of the unit spelling words:
•Say a spelling word and use it in a sentence.
Answer Questions
Directions: Read each word in the left column and then draw a line from the word to the correct
plural ending.
1.
sneezes
2.
turkeys
3.
guesses
•Continue with the remaining words on the list.
4.
hobbies
•When students have finished, collect their papers and analyze their spelling of
the words.
Directions: In the space below, list four words you know with plural endings.
•Have students write the word on their papers.
•Use the assessment to plan small-group or individual practice.
Quick-Check Assessment
y to i + -es
Apply
_________________
_________________
_________________
_________________
Directions: Using the words from the word bank, complete the following sort by writing the words in
the appropriate category.
-s
-es
-ies
voices
days
taxes
wishes
dishes
peaches
spies
hurries
babies
Word Bank
voices, wishes,
spies, taxes,
babies, hurries,
dishes, days,
peaches
Directions: In the space below, explain how understanding plural endings helps you as a reader,
speller, and writer.
_____________________________________________________________________________
Answer Key Unit 7 Quick-Check
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
©2010 Benchmark Education Company, LLC
Answer Key BLM 6
Suggestions for Independent Practice
Word Hunt. Have students search through classroom materials to find examples
of words with plural endings. Have them make of list of the plural words in their
word study notebooks as they find them. Tell them to write the singular form of
each plural word that they found. Have a few students share their lists of words
with plural endings.
Finish the Sentence. Have students create four or five of their own sentence
frames using both singular and plural words. Tell them they can use any type of
sentence and any numbers for their sentences. For example, I had one ______,
now I have two ______. I saw four ______, but now there is just one
______. Have students trade their sentence frames with a partner and then
complete each others’ sentences.
Make Words. Provide magnetic letters or letter cards. Have students work with a
partner to make the singular form of a word and then add the plural ending to the
word.
Buddy Sort. Have students work with a buddy. Have them use any of the word
cards from BLMs 3–5 and a set of the category cards. Students can take turns
drawing one of the word cards and asking their buddy to spell the word and then
sort it under the correct plural ending category.
Open Sort. Have students work in small groups. Give each group the word cards
from BLMs 3–5. Tell students to sort the words in as many ways as they can. For
example, they could sort for words with long vowels, words whose singular form
ends in -ch, -sh, -s, or -x, words with two syllables, words with three syllables, or
plural endings with the /z/ sound as in bodies.
Kit 1_U7_TG.indd 7
-s
Think and Write about Adding Plural Endings -es, -ies
Assess students’ mastery of plural endings -es and -ies using the Quick-Check for
Unit 7.
©2010 Benchmark Education Company, LLC -es
-s
-es
-ies
breezes
keys
houses
voices
boys
faces
ditches
sketches
sandwiches
boxes
dishes
buses
worries
hobbies
families
Answer Key BLM 7
1. keys, key
2. class, classes
3. turkeys, turkey
4. hobbies, hobby
5. fox, foxes
6. minute, minutes
Answer Key BLM 8
1. day, days
2. voices, voice
3. bench, benches
4. spies, spy
5. mattress, mattresses
6. watch, watches
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies 7
6/9/10 1:59:10 AM
Name ____________________________________
Date ________________________________________
Unit 7 Quick-Check: Adding Plural Endings
-es, -ies
Answer Questions
Directions: Read each word in the left column and then draw a line from the word to the correct
plural ending.
1. sneezes
2. turkeys
3. guesses
-es
-s
y to i + -es
4. hobbies
Apply
Directions: In the space below, list four words you know with plural endings.
_________________
_________________
_________________
_________________
Directions: Using the words from the word bank, complete the following sort by writing the words in
the appropriate category.
-s
-es
-ies
Word Bank
voices, wishes,
spies, taxes,
babies, hurries,
dishes, days,
peaches
Think and Write about Adding Plural Endings -es, -ies
Directions: In the space below, explain how understanding plural endings helps you as a reader,
speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 1: Unit 7: Adding plural endings -es, -ies
Kit 1_U7_TG.indd 8
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