3
WordStudySpiral
Unit
Vocabulary
Suffix -ity with Vowel Alternation Schwa to Short
21
Lesson Objectives
Day 1
Students will:
• Understand that adding the suffix -ity changes the schwa
sound to a short vowel sound
• Read and write words with the suffix -ity whose base word
vowel sound changes from schwa to short
• Articulate the rule for dropping the final e before adding the
suffix -ity
Noun Noun
Adding
Adding
SuffixSuffix
-ity to -ity
Base
to Words
Base Words
Ending
Ending
in -al or
in -al
-ileor -ile
Adjective
Adjective
brutal
When -ityWhen
is added
-ity is
to added
a basetoword
a base
ending
wordinending
-al or -ile:
in -al or -ile:
• accented
• accented
syllable changes
syllable changes
Adjective,Adjective,
Schwa Sound
Schwa Sound
-ity
-ity
-al
-al
fatality
Noun,
Noun,
Short Vowel
Short
Sound
Vowel Sound
men/tal men/tal
+
ity + =
hos/tile hos/tile
– e + ity
– e =+ ityhos/til/i/ty
=
hos/til/i/ty
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
mental
agile
3
mobility
3
hostile
versatile
• Sort words by usage
• Use knowledge of the meaning and usage ofhostility
words to versatility
complete sentences
3
3
3
3
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
4
Serena is 2.
__________________,
Serena is __________________,
so she doesn’tsobuy
sheexpensive
doesn’t buy
clothes.
expensive clothes.
2.
Alex has a2.large
Alex
savings
has a account
large savings
because
account
of hisbecause
__________________.
of his __________________.
punctuality
frugality
Fred was 3.
worried
Fredabout
was worried
the __________________
about the __________________
of his contractofwith
his the
contract
shipping
with the shipping
company.
legal
The dancers
4. amazed
The dancers
the audience
amazed with
the audience
their technique
with their
andtechnique
__________________.
and __________________.
agility agile
6.
normality
normal
8.
fragility
fragile
Name ___________________________________
8.
fragile
Date ____________________________________
First Try
silkworms eat only mulberry leaves, of which they must have a constant supply.
New Words
Like all insects, silkworms go through normal stages as they develop. During
1.
one stage, the caterpillars form cocoons. The cocoons are woven from silk
2.
Correct Spelling
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.
Reading Passage (BLM 9)
3.
lightweight, and they have a lustrous sheen.
Sentence
The first uses of silk were in more formal garments. Today, clothing
designers and fiber artists use silk in all kinds of creative ways that show their
originality and individuality. Artists also paint on silk, and it is used in other ways
that highlight its versatility.
Materials:
• Quick-Check Assessment
Kit 3_Unit 21_TG.indd 1
Second Try
(if needed)
1.
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Dictionaries (Days 1, 2, 3)
Date ____________________________________
1.
Spelling Dictation (BLM 10)
©2010 Benchmark Education Company, LLC
fibers. During the final stage, the moths come out of the cocoons. The cocoons
of silk are alike in general ways: the fibers feel fragile but are strong, they are
m
Take-Home Activity (BLM 8)
Spelling Peer Check
as they have lost the ability to fly in their moth phase. Also, almost all types of
affects the type of silk that can be made. However, all of the individual types
h
Reading Passage (BLM 9)
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write
your spelling words.
3.
Silkworms today are extinct in the wild. They can survive only in silkworm farms,
fragility
Name ___________________________________
• Correctly spell words with the suffix -ity and schwa to short
vowel alternation
c
fragility
fragile
Word Study & VocabularyWord
3: Unit
Study
21:&Suffix
Vocabulary
-ity with
3: vowel
Unit 21:
alternation
Suffix -ity
schwa
with vowel
to short
alternation schwa to short
2.
that produced silk were found only in that locality. As people became more
mobile, they brought silkworms to other areas and the silk industry spread.
that highlight its versatility.
of the bones. of the bones.
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
1.
Asia. All of the original silk fabrics were woven there, because the silkworms
Sentence
designers and fiber artists use silk in all kinds of creative ways that show their
originality and individuality. Artists also paint on silk, and it is used in other ways
practicality
The museum
8. The
keptmuseum
the fossilkept
in a the
special
fossil
room
in a because
special room
of thebecause
__________________
of the __________________
Spelling Dictation
check to make sure underlines
are marked to overprint
(Window: Attributes)
normality
practicality
practical
3.
lightweight, and they have a lustrous sheen.
The first uses of silk were in more formal garments. Today, clothing
normality
normal
2.
of silk are alike in general ways: the fibers feel fragile but are strong, they are
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Review Words
Silk is an elegant fabric that was first made centuries ago in countries in
threads are woven into silk fabric. The type of silkworm the silk comes from
affects the type of silk that can be made. However, all of the individual types
agility
The robot7.thatThe
the robot
students
thatbuilt
the students
was entertaining,
built wasbut
entertaining,
it did not have
but itadid not have a
fragility
Classroom Activity (BLM 7)
Date ____________________________________
left behind are processed and the fine silk threads are taken from them. The
of her life.
practical
breaking.
Word Study & VocabularyWord
3: Unit
Study
21:&Suffix
Vocabulary
-ity with
3: vowel
Unit 21:
alternation
Suffix -ity
schwa
with vowel
to short
alternation schwa to short
The Origin of Silk
Students will:
n
7.
New Words
1.
one stage, the caterpillars form cocoons. The cocoons are woven from silk
fibers. During the final stage, the moths come out of the cocoons. The cocoons
__________________
__________________
use.
use.
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
left behind are processed and the fine silk threads are taken from them. The
e
of her life.
practicality
The students
8. handled
The students
the __________________
handled the __________________
egg with care egg
to keep
withitcare
fromto keep it from
fragile
Like all insects, silkworms go through normal stages as they develop. During
Abby did 6.
the same
Abby thing
did the
every
same
day
thing
andevery
was bored
day and
with
was
thebored
__________________
with the __________________
normal
Mrs. Smith7. was
Mrs.
concerned
Smith was
about
concerned
the __________________
about the __________________
of the project of
when
the she
project when she
breaking.
silkworms eat only mulberry leaves, of which they must have a constant supply.
musicality
agility agile
3.
as they have lost the ability to fly in their moth phase. Also, almost all types of
Marcos was
5. impressed
Marcos was
by impressed
the __________________
by the __________________
of the acrobats.
of the acrobats.
agile
2.
mobile, they brought silkworms to other areas and the silk industry spread.
legality
musicality
musical
Date ____________________________________
1.
Silkworms today are extinct in the wild. They can survive only in silkworm farms,
The cardinal’s
4. The
songcardinal’s
was verysong
__________________
was very __________________
and pleasing to
and
listen
pleasing
to. to listen to.
normality
practicality
practical
Name ___________________________________
Review Words
that produced silk were found only in that locality. As people became more
agility
Sean did 6.
not want
Sean the
did tofu
not want
taco because
the tofu ittaco
wasn’t
because
his __________________
it wasn’t his __________________
dinner.
dinner.
practical
punctuality
frugality
legalitylegal
musical
6.
threads are woven into silk fabric. The type of silkworm the silk comes from
B
4.
musicality
Gymnasts5.must
Gymnasts
be flexible
must
andbe__________________
flexible and __________________
to perform thetofeats
perform
they the
do. feats they do.
agile
frugality
frugal
Lawyers help
3. people
Lawyerswhen
help they
people
have
when
__________________
they have __________________
problems.
problems.
legality
found out howfound
muchout
it cost.
how much it cost.
Name ___________________________________
®
3.
5.
5.
Date ____________________________________
The Origin of Silk
Silk is an elegant fabric that was first made centuries ago in countries in
Asia. All of the original silk fabrics were woven there, because the silkworms
punctuality
punctual
frugal
musicality
music
Name ___________________________________
information. information.
punctual
music
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Spelling Dictation
2.
4.
Word Study & VocabularyWord
3: Unit
Study
21:&Suffix
Vocabulary
-ity with
3: vowel
Unit 21:
alternation
Suffix -ity
schwa
with vowel
to short
alternation schwa to short
ChooseChoose
the Word
the Word
Mia is __________________
1. Mia is __________________
for class because
for class
she does
because
not want
she does
to miss
not any
want to miss any
legalitylegal
-il –Vowel
e + Short Vowel
-il – e + Short
Take-Home Activity (BLM 6)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
1.
legal
brutality
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Parent Directions:
Parent
Have
Directions:
your child Have
read the
yoursentence
child read
and
the
choose
sentence
the and
wordchoose
with the
thecorrect
word meaning
with the correct meaning
to fit in the blanks.
to fit in the blanks.
company.
brutality
5
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Word Cards (BLM 5)
ChooseChoose
the Word
the Word
3.
brutal
brutal
hostility
brutality
5
5
Supervisors
1. look
Supervisors
for employees
look for
who
employees
are __________________
who are __________________
and responsible.
and responsible.
7.
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
5
5
1.
frugality
frugal
mobility
personal personal
hostility
mobile
fertility
fertility
brutality
fertile
mentality mentality
-al with
Short Vowel
-al with Short
Vowel
-ile with Schwa
-ile with Schwa
5
Directions: Read
Directions:
the sentences.
ReadChoose
the sentences.
either the
Choose
base word
eitherorthe
thebase
related
word
word
or the
to complete
related word
the to complete the
sentence. Remember
sentence.
that Remember
adding the suffix
that adding
-ity changes
the suffix
the-ity
meaning
changes
andthe
usage
meaning
of theand
base
usage
word.
of the base word.
punctuality
punctual
versatile
mobility
mental
mobile
hostile
fertile
-al with Schwa
-al with Schwa
original
original
Word Study & VocabularyWord
3: Unit
Study
21:&Suffix
Vocabulary
-ity with
3: vowel
Unit 21:
alternation
Suffix -ity
schwa
with vowel
to short
alternation schwa to short
Word Cards (BLM 4)
frugal
Word BankWord Bank
brutal
brutal
versatile
versatility versatility
mental
personalitypersonality
hostile
5
5
Word Cards (BLM
Word
5) Cards (BLM 5)
©2010 Benchmark Education Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
• Identify words in a passage with / l/ spelled -al and -ile and
words with suffix -ity
• Write and spell words with the suffix -ity and schwa to short
vowel alternation
5
5
5
Word Cards (BLM 4)
punctual
Parent Directions:
Parent
Using
Directions:
the word bank,
Using have
the word
your bank,
child find
haveeach
yourbase
childword
find each
that contains
base word
thethat
schwa
contains the schwa
sound and endssound
in -al or
and-ile
ends
andinwrite
-al orit on
-ilethe
andchart
writeunder
it on the appropriate
chart under heading.
the appropriate
Then he
heading.
or she Then he or she
should find the related
should word
find the
thatrelated
has a short
word vowel
that has
sound
a short
andvowel
endssound
in -ityand
andends
write init on
-itythe
andchart
write it on the chart
under the same under
heading.
the same heading.
formality
formality originality
originality
4
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
Students will:
Day 5
5
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
a
r
k
E
d
u
c
a
t
i
o
©2010 Benchmark Education Company, LLC
5
locality
locality
5
formal
formal
4
normal
Day 4
5
5
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
locallocal
5
5
punctuality
4
©2010 Benchmark Education Company, LLC
Materials:
• BLM 2: Category Cards
• BLM 5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Category Cards—Noun, Adjective
• Teacher Word Cards—general, generality, actual, centrality,
original
5
punctual
legality
5
finality
finality
4
legal
Word Cards (BLM 3)
5
practicality
4
5
4
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
SortingSorting
for Schwa
for to
Schwa
Shortto Short
5
individual
individual
5
finalfinal
4
frugality
3
5
punctuality
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
centrality
centralityindividuality
individuality
4
practical
4
personality
5
5
normality
4
frugal
5
central
central
4
fragility
3
general
general
5
5
normal
4
personal
3
4
fragile
3
5
4
legality
3
Word Cards (BLM 3)
actuality
actuality generality
generality
musicality
4
mobile
actual
actual
4
agility
3
Category Cards (BLM 2)
punctual
4
versatility
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
4
legal
3
Word Cards (BLM 3)
Word Study & VocabularyWord
3: Unit
Study
21:&Suffix
Vocabulary
-ity with
3: vowel
Unit 21:
alternation
Suffix -ity
schwa
with vowel
to short
alternation schwa to short
musical
4
mentality
3
Students will:
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Anchor Chart (BLM 1)
3
fertility
Category Cards (BLM
Category
2) Cards (BLM 2)
Word Study & VocabularyWord
3: Unit
Study
21:&Suffix
Vocabulary
-ity with
3: vowel
Unit 21:
alternation
Suffix -ity
schwa
with vowel
to short
alternation schwa to short
practicality
4
versatile
3
4
frugality
3
hostility
practical
4
personality
3
4
frugal
3
fertility
-ile
normality
4
personal
3
4
fragility
3
fertile
ity
men/tal/i/ty
=
men/tal/i/ty
normal
4
mobility
3
3
3
4
fragile
3
hostile
3
4
musicality
4
mobile
3
per/son/al
per/son/al
+
ity + = per/son/al/i/ty
ity
= per/son/al/i/ty
• Sort words by the spelling of the alternating vowel
• Sort words by endings -al, -ile, or -ity
Day 3
3
fatal
• word changes
• word from
changes
an adjective
from an adjective
to a nounto a noun
Students will:
3
musical
4
agility
• schwa changes
• schwa to
changes
a shorttovowel
a short
sound
vowel sound
-ile
Materials:
• Anchor Poster
brutal
• BLM 2: Category Cards
brutality
• BLMs 3–4: Word Cards
• BLM 6: Take-Home Activity
fatal
• Teacher Category Cards— -al, -ile, -ity
fatality
• Teacher Word Cards—mental, versatile, mobility
fertile
agile
3
mentality
3
mo/bile mo/bile
– e + ity
– e =+ itymo/bil/i/ty
=
mo/bil/i/ty
Day 2
mental
3
brutality
n
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
C
o
m
p
a
n
y
6/10/10 10:03:52 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Point out to Spanish-speaking English
Learners that many Spanish words ending
in -dad relate to an English word that ends
in -ity, for example: la personalidad/
personality; la mentalidad/mentality;
la fertilidad/fertility; la formalidad/
formality; la fatalidad/fatality. Write
the words on the chalkboard and have
students explain the meaning of the
Spanish word using simple words or
pantomime. Use simple words and
gestures to explain the meaning of the
English word.
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. Write the word actuality on
the chalkboard. Point out that the word
has four vowels and four vowel sounds, so
it has four syllables: ac/tu/al/i/ty. Model
how you apply your knowledge of vowel
patterns to read each syllable and blend
them together. Point out that it is easier to
read long words when you decode them
syllable by syllable.
Review Vowel Alternation Long to Short
or Schwa
Focus Words: convene, convention, know, knowledge, compete, competition,
define, definition
Write the word pairs convene/convention and know/knowledge on the chalkboard
and read them aloud.
Ask students to identify the vowel alternation they hear in each word pair. Review
that the long vowel sound in the accented syllable of certain base words can
alternate to short or schwa when word endings are added.
Repeat the procedure with the remaining focus words.
Introduce Adding Suffix -ity with Vowel
Alternation Schwa to Short
Model
Remind students that when the suffix -ity is added to a base word, it changes the
base word’s meaning. Then point out that adding -ity also changes the vowel sound
of the unaccented final syllable in the base word from schwa to short.
Write the words personal and personality on the chalkboard. Read the words aloud
and have students repeat the words. Say: The unaccented final syllable in the base
word personal has the schwa sound. When the suffix -ity is added to the base word,
the final syllable of the base word becomes accented and the vowel sound becomes
short. Read the words again and underline the schwa sound in personal and circle
the short vowel sound in personality.
Discuss the change in meaning when -ity is added. Say: Personal is an adjective
that ends in -al. When the suffix -ity is added, the word becomes a noun.
Guide
Write the words hostile and hostility on the chalkboard. Have a volunteer read aloud
hostile and identify and underline the vowel sound in the unaccented final syllable
(schwa). Have another volunteer read aloud hostility and identify and circle the
vowel sound in the now accented syllable (schwa to short i). Reinforce the rule that
when the suffix -ity is added to a base word, the final syllable of the base word
becomes accented and the vowel changes from schwa to short. Ask students how the
meaning and usage of the base word changed when the suffix -ity was added.
©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: 978-1-4509-0296-0
2 Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
Kit 3_Unit 21_TG.indd 2
©2010 Benchmark Education Company, LLC
6/10/10 10:03:53 PM
Apply
Assessment Tip
Write the words mental and mentality on the chalkboard and have students write
the words in their word study notebooks. Have partners identify and underline
the schwa sound in mental and then identify and circle the short vowel sound
in mentality. Below the words, have students write a sentence explaining how
the usage and meaning of each word changed when the suffix -ity was added.
Encourage students to use dictionaries.
Notice which students have difficulty
identifying the unaccented schwa sound
and how it changes to an accented short
vowel sound when the suffix -ity is added
to the base word. You may want to work
with these students, using simple word
pairs to review the concept of schwa to
short vowel alternation when the suffix -ity
is added to a base word.
Spelling Words with Vowel Alternation
Unit Spelling Words: personal, personality, hostile, hostility, mental,
mentality, fertile, fertility
Write the word pairs personal/personality and hostile/hostility on the chalkboard.
Point out that even though the schwa sound in the -al syllable in personal
changes to a short a sound in personality, the spelling doesn’t change. Then point
out that the base word hostile ends in e. Explain that when the suffix -ity is added
to a base word that ends in e, the e is dropped because the suffix begins with a
vowel.
Home/School Connection
Students can take home a list of the
spelling words and practice reading,
writing, and spelling the words with a
family member.
Write the remaining spelling words on the chalkboard and read them with
students. Remind students that base words ending in -e drop the -e before adding
-ity. Ask volunteers to use a spelling word in an oral sentence.
Have students copy the spelling words in their word study notebooks. Ask partners
to check each other’s spellings. Tell students to underline the vowel that spells the
schwa sound in the base word and circle the vowel that changes to a short sound
when the suffix -ity is added.
©2010 Benchmark Education Company, LLC Kit 3_Unit 21_TG.indd 3
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short 3
6/10/10 10:03:53 PM
Day Two
Closed Sort
-al
-ile
-ity
mental
brutal
fatal
personal
versatile
fertile
hostile
mobile
mentality
brutality
fatality
personality
versatility
fertility
hostility
mobility
Display the anchor poster and ask volunteers to explain in their own words how base
words ending in -al or -ile change when the suffix -ity is added.
Write the word pairs fatal/fatality and fragile/fragility on the chalkboard. Have
students turn to a partner and identify how the vowel sound and meaning changed
when the suffix -ity was added to the base words.
Closed Sort
Buddy Sort
Base Word
-al
Review Suffix -ity with Vowel Alternation
Schwa to Short
Related
Word
-ile
-ity
fragile
agile
frugality
legality
musicality
normality
practicality
punctuality
fragility
agility
frugal
legal
musical
normal
practical
punctual
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.
Teacher Word Cards: mental, versatile, mobility
Teacher Category Cards: -al, -ile, -ity
Place the category cards next to each other in the pocket chart. Hold up the word
card mental and model how to sort it according to the ending.
Think aloud: I hear the schwa sound in this word. I see that al spells the schwa
sound in mental. I will put this word under the category -al because -al spells the
schwa sound.
Hold up the word card versatile. Ask students to read the word and tell how the
schwa sound is spelled. Ask students if the word card should be placed under the -al
or -ile category card. Place the card underneath the -ile card. Say: The schwa sound
in versatile is spelled -ile. It belongs under the -ile category card.
Hold up the word card mobility. Ask students to identify the ending suffix and tell
you where to place the word in the pocket chart.
Supporting ELs
Give students the word cards from BLM 3 and the -al, -ile, and -ity category cards
from BLM 2. Ask them to sort the words into the correct category and have them
identify the spelling of the schwa sound in the words that have the schwa.
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 the directions. Also
pronounce and define each word for them
Meaning. Write the word mobile on the chalkboard. Point out that the word mobile
is a homograph with several meanings. Examine the different meanings of mobile.
Have students write a sentence for each meaning of mobile. Also point out that
mobile has different pronunciations. Have students find the word mobile in a
dictionary and identify the different pronunciations of the word.
Buddy Sort
Have student pairs use the word cards from BLM 4. Have one student match a base
word with its related word. Then have the second student match the next base word
with its related word. When all the word pairs have been matched, have pairs draw
a three-column chart with the labels -al, -ile, and -ity. Have pairs sort the words
according to the categories in the columns.
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Day Three
Meaning Sort
Assessment Tip
Teacher Word Cards: general, generality, actual, centrality, original
Teacher Category Cards: Noun, Adjective
Remind students that adding the suffix -ity changes the meaning and usage of the
base word. Place the words general and generality in a pocket chart next to each
other. Say the words aloud. Write these sentences and read them aloud. Allison
gave us a general idea about her project, but not many specific details. William
speaks only in generalities, without specific examples. Have students identify the
part of speech for general and generality. (General is an adjective, generality is
a noun.) Place the correct category card (Noun and Adjective) over each word in
the pocket chart. Repeat with the remaining teacher words.
Give pairs of students the Noun and Adjective category cards from BLM 2 and
the word cards from BLM 5. Then have partners take turns sorting the words into
the correct category. If they have difficulty, have them use a dictionary to find the
meaning of the word.
Applying Meaning. Give students BLM 7 and ask them to complete the cloze
activity, choosing the word with the correct meaning and usage.
Use students’ completed BLM 7 to assess
their understanding of which word to use
based on usage. Note whether they need
more practice in determining if the word is
an adjective or a noun.
Providing Support
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner and a
dictionary to read and complete it.
Meaning Sort
Noun
Adjective
actuality
centrality
finality
formality
generality
individuality
locality
originality
actual
central
final
formal
general
individual
local
original
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 and the meanings of the words
since there may not be anyone at home
who speaks English well enough to help
them complete it.
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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 long to short vowel
changes and long to schwa vowel changes.
Name ___________________________________
Date ____________________________________
The Origin of Silk
Silk is an elegant fabric that was first made centuries ago in countries in
Asia. All of the original silk fabrics were woven there, because the silkworms
that produced silk were found only in that locality. As people became more
make sure underlines
ked to overprint
w: Attributes)
mobile, they brought silkworms to other areas and the silk industry spread.
Silkworms today are extinct in the wild. They can survive only in silkworm farms,
as they have lost the ability to fly in their moth phase. Also, almost all types of
silkworms eat only mulberry leaves, of which they must have a constant supply.
Like all insects, silkworms go through normal stages as they develop. During
one stage, the caterpillars form cocoons. The cocoons are woven from silk
fibers. During the final stage, the moths come out of the cocoons. The cocoons
left behind are processed and the fine silk threads are taken from them. The
threads are woven into silk fabric. The type of silkworm the silk comes from
affects the type of silk that can be made. However, all of the individual types
of silk are alike in general ways: the fibers feel fragile but are strong, they are
lightweight, and they have a lustrous sheen.
The first uses of silk were in more formal garments. Today, clothing
Word Hunt
Give each student a copy of the passage on BLM 9. Tell them that they will read
the passage and circle the words that contain the suffix -ity. After students have
completed the word hunt, ask volunteers to share the words they found.
Then ask students to reread the passage, this time underlining words that have the
schwa sound spelled -al or -ile.
Ask pairs of students to begin a three-column list of words in their word study
Spelling Dictation
notebooks—one
column of words with the suffix -ity, another of words with the
Review Words
schwa1. sound spelled with -al, and another of words with the schwa sound spelled
with -ile.
They can start the lists by using the words in the passage.
2.
Name ___________________________________
Date ____________________________________
3.
Then ask the pairs to look through other texts, looking for words with the suffix -ity
to add
the lists.
Newto
Words
1.
After2.students have had a chance to develop their lists, discuss with them which of
their 3.lists have the most words. Ask what this tells them about the spelling of the
schwa sound.
Sentence
designers and fiber artists use silk in all kinds of creative ways that show their
originality and individuality. Artists also paint on silk, and it is used in other ways
that highlight its versatility.
Spelling Dictation
Reading Passage (BLM 9)
Answer Key Reading Passage (BLM 9)
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
©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 the suffix -ity
and identify the vowel that stands for the
short vowel sound.
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.
Give students Spelling Dictation (BLM 10). Dictate the following words from last
week’s spelling words to students, one at a time, and have students write them on
their BLMs: custody, definition, position.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
©2010 Benchmark Education Company, LLC
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: hostile, personality, versatility.
Dictate the following sentence and have students write it on their papers:
The mobility of cell phones makes them practical but, in general, I find them
annoying.
Write the words and sentence on the chalkboard and have students self-correct their
papers.
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.
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Day Five
Name ___________________________________
Spelling Assessment
Date _______________________________________
Unit 21 Quick-Check: Suffix -ity with
Vowel Alternation Schwa to Short
Use the following procedure to assess students’ spelling of the unit spelling words:
Answer Questions
•Say a spelling word and use it in a sentence.
1.
hostile
mobility
2.
versatile
fatality
3.
personality
mental
2.
musical
normality
3.
frugal
finality
•Have students write the word on their papers.
•Continue with the remaining words on the list.
•When students have finished, collect their papers and analyze their spelling of
the words.
•Use the assessment to plan small-group or individual practice.
Quick-Check Assessment
Directions: In each pair, underline the word with the schwa vowel sound and circle the word with the short
vowel sound.
Apply
Directions: In the space below, list three to five words you know that have the suffix -ity.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Accented First Syllable
Accented Second Syllable
frugal
legal
local
mental
hostile
frugality
legality
locality
mentality
hostility
Word Bank
frugal, hostility,
locality, frugality,
legal, local,
mentality, legality,
mental, hostile
Think and Write about Suffix -ity with Vowel Alternation Schwa to Short
Assess students’ mastery of suffix -ity vowel alternation from schwa to short using
the Quick-Check for Unit 21.
Suggestions for Independent Practice
Write the Words. Have students make up meaningful cloze sentences that use
words from the word cards. Students can exchange sentences and try to complete
them.
Speed Read. Have pairs of students select up to twenty word cards and read the
words to each other. Then have them take turns reading the words while the other
student times their reading with a stopwatch.
Guess My Word. Have pairs of students work as a team against other pairs of
students. Have students place the word cards facedown in a pile. One member of
a team draws a card without his or her partner seeing. The student then tries to
draw clues for his or her partner to guess the word. The pairs have one minute
to guess the word. If they guess it correctly, they get a point. Then the next pair
repeats the process.
Crossword Puzzle. Students can work with a partner to make a crossword puzzle
that uses some of the words from the word cards. Pairs can swap their puzzles
with another pair.
Directions: In the space below, explain how understanding that adding the suffix -ity changes vowel
sounds from schwa to short helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
©2010 Benchmark Education Company, LLC
Answer Key Unit 21 Quick-Check
Answer Key BLM 6
-al with Schwa
-al with Short
Vowel
brutal
personal
mental
brutality
personality
mentality
-ile with Schwa
-ile – e + Short
Vowel
versatile
mobile
hostile
fertile
versatility
mobility
hostility
fertility
Answer Key BLM 7
1. punctual
2. frugal
3. legality
4. musicality
5. agile
6. normal
7. practicality
8. fragile
Answer Key BLM 8
1. punctual
2. frugality
3. legal
4. musical
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5. agility
6. normality
7. practical
8. fragility
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Name ____________________________________
Date ________________________________________
Unit 21 Quick-Check: Suffix -ity with
Vowel Alternation Schwa to Short
Answer Questions
Directions: In each pair, underline the word with the schwa vowel sound and circle the word with the short
vowel sound.
1. hostile
mobility
2. versatile
fatality
3. personality
mental
2. musical
normality
3. frugal
finality
Apply
Directions: In the space below, list three to five words you know that have the suffix -ity.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Accented First Syllable
Accented Second Syllable
Word Bank
frugal, hostility,
locality, frugality,
legal, local,
mentality, legality,
mental, hostile
Think and Write about Suffix -ity with Vowel Alternation Schwa to Short
Directions: In the space below, explain how understanding that adding the suffix -ity changes vowel
sounds from schwa to short helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 21: Suffix -ity with vowel alternation schwa to short
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