2
WordStudy Build
Vocabulary
Long and Short u Patterns in Accented Syllables
Lesson Objectives
Day 1
Students will:
• Understand that words with long u sounds can be spelled
oo, ew
• Read and write words with long and short u vowel sounds
• Identify long and short u sounds in words
Spelling Pattern
Spelling Pattern
oo
oo
ew
ew
balloon
Short uShort u
First Syllable
First Syllable
Accented
Accented
Students will:
• Sort words by spelling patterns
Materials:
• Anchor Poster
• BLM 4: Word Cards
• BLM 6: Take-Home Activity
• Teacher Category Cards—Short u, oo, ew
• Teacher Word Cards—same as BLM 3
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
balloon
pumpkin
3
baboon
3
4
punish
3
Students will:
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
chewy
erupt
summary
Materials:
• BLM 2: Category Cards
fewer
summer
• BLM 5: Word Cards
hungry
toothache
• BLM 7: Classroom Activity
jewel
uncle
• BLM 8: Take-Home Activity
• Teacher Category Cards—First Syllable Accented, Second
Syllable Accented
• Teacher Word Cards—button, raccoon
3
3
3
3
3
3
3
5
4
Word Cards (BLM 4)
Word Cards (BLM 4)
Day 4
Students will:
• Identify words with short and long u sounds and different
spelling patterns
• Write and spell words with the long and short u sounds in
accented syllables
hungry
rooster
2.
button
3.
scooter 3. blunder
scooter
4.
umpire 4. under
umpire chewy
under
2. newborn
button
hungry5.
fewer
newborn
raccoon
blunder
doodle 5. trumpet
doodle
fewer6.
renewable6.
renewable
lagoon
7.
raccoon
pumpkin 7.
review
pumpkin
lumber
summary
lagoon
steward
review
summary
steward
chewy
Word Bank Word Bank
shampoo shampoo
review
cartoon 1. newborn
cartoon
chewy
newborn
2.
dungeon 2.
uncle
maroon
3.
balloon 3. under
balloon newlywed
under
maroon
dungeon
trumpet
review
trumpet
thunder
doodle
thunder
pewter
doodle
pewter
chewy
4.
punish
4. umpire
punish
toothache
umpire
uncle5.
scooter 5. raccoon
scooter
subject
raccoon
renew
jewel
Name ___________________________________
hungry
noodle
punish
hungry
6.
cocoon 6.
cocoon
__________________
__________________
__________________
__________________
lagoon
8.
lagoon
__________________
__________________
__________________
__________________
7.
steward 7.
steward
__________________
__________________
__________________
__________________
9.
uncle
9.
uncle
__________________
__________________
__________________
__________________
8.
thunder 8.
thunder
__________________
__________________
__________________
__________________
10. tumble 10. tumble
__________________
__________________
__________________
__________________
9.
sunburn 9.
sunburn
__________________
__________________
__________________
__________________
11. steward 11. steward
__________________
__________________
__________________
__________________
10. rooster 10. rooster
__________________
__________________
__________________
__________________
Directions: UseDirections:
each of theUse
words
eachin of
written
the words
sentences:
in written
baboon,
sentences:
foolish,
baboon,
fewer,foolish,
summary.
fewer, summary.
13. ______________________________________________________________________
13. ______________________________________________________________________
11. sewer
11. sewer
__________________
__________________
__________________
__________________
12. button
12. button
__________________
__________________
__________________
__________________
15. ______________________________________________________________________
15. ______________________________________________________________________
Classroom Activity (BLM 7)
Students will:
Name ___________________________________
Date ____________________________________
Name ___________________________________
• Spell words with the long and short u sounds in accented
syllables
My sister Sam and I are making a list of the fun things we’d like
finish! I’m surprised at all of the different kinds of day camps they have
Materials:
• Quick-Check Assessment
Name ___________________________________
learn to toss pizza dough high up in the air, like they do in the movies.
Uncle Gus wants me to learn how to make homemade noodles because
Sentence
he doesn’t like the kind that come in the box. Sam wants me to make
some fresh chewy bread for her. I’m getting hungry just thinking about
that!
The other camp I’m thinking about signing up for is art camp.
I’ve been drawing cartoons all over my notebooks for the last five years.
They’re okay, but I want to learn to draw other subjects, too. I want to
draw animals, like raccoons and roosters. Oh, look! I’ve been doodling all
over this summer-fun list. Maybe I should go to art camp first!
First Try
Second Try
(if needed)
Correct Spelling
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.
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
©2010 Benchmark Education Company, LLC
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
Date ____________________________________
1.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Spelling Peer Check
3.
Sam is more into science than I am, and I am more into art and
3.
The camp I’m most interested in is Italian cooking camp. (Don’t
worry—there will always be grown-ups around to help out!) I want to
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write
your spelling words.
2.
for kids my age.
2.
they’ll learn how to identify different whales by their markings.
Take-Home Activity (BLM 8)
1.
to do this summer—there may be a hundred things on it by the time we
check to make sure underlines
are marked to overprint
(Window: Attributes)
Date ____________________________________
Review Words
1.
earthquake is going to happen. Another science camp she wants to go to
is all about nature. The campers get to go on a whale-watching trip where
Reading Passage (BLM 9)
Word Study & VocabularyWord
2: Unit
Study
8: Long
& Vocabulary
and short2:uUnit
patterns
8: Long
in accented
and shortsyllables
u patterns in accented syllables
Spelling Dictation
Summer Fun
New Words
causes volcanoes to erupt and why scientists can’t predict when an
15. ______________________________________________________________________
15. ______________________________________________________________________
16. ______________________________________________________________________
16. ______________________________________________________________________
3.
camp she might sign up for is all about weather and natural phenomena,
such as thunder, volcanoes, and earthquakes. She wants to know what
14. ______________________________________________________________________
14. ______________________________________________________________________
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
2.
Sam is more into science than I am, and I am more into art and
cooking. So Sam wants to learn about how things work. For example, one
Parent Directions:
Parent
Have
Directions:
your child Have
use the
yourfollowing
child usewords
the following
in writtenwords
sentences:
in written
doodle,
sentences:
foolish,
doodle, foolish,
jewel, hundred.
jewel, hundred.
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Word Study & VocabularyWord
2: Unit
Study
8: Long
& Vocabulary
and short2:uUnit
patterns
8: Long
in accented
and shortsyllables
u patterns in accented syllables
1.
finish! I’m surprised at all of the different kinds of day camps they have
punish
16. ______________________________________________________________________
16. ______________________________________________________________________
Date ____________________________________
Spelling Dictation
Review Words
to do this summer—there may be a hundred things on it by the time we
subject
13. ______________________________________________________________________
13. ______________________________________________________________________
14. ______________________________________________________________________
14. ______________________________________________________________________
Name ___________________________________
for kids my age.
noodle
cartoon
8.
12. toothache12. toothache
__________________
__________________
__________________
__________________
Date ____________________________________
Summer Fun
My sister Sam and I are making a list of the fun things we’d like
toothache
newlywed
cartoon
renew
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
word,read
theneach
choose
word,
words
thenfrom
choose
the words
word bank
from that
the word bank that
have the same have
spelling
thepattern
same spelling
as the target
pattern
word
as the
andtarget
write word
them and
on the
writeline.
them
Words
on the
can line.
be used
Words can be used
more than once.more than once.
Word Bank Word
jewel
Bank
Short u
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Word Study & VocabularyWord
2: Unit
Study
8: Long
& Vocabulary
and short2:uUnit
patterns
8: Long
in accented
and shortsyllables
u patterns in accented syllables
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
set ofread
words
each
and
setcircle
of words
the word
and circle
that does
the word
NOT that does NOT
belong with thebelong
others. with the others.
1.
Short u
5
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
ChooseChoose
the Word
the Word
lumber
trumpet
Directions: Read
Directions:
each word.Read
Choose
eachthe
word.
words
Choose
from the
the words
word bank
from that
the word
have bank
the same
that have
spelling
the same spelling
pattern as the target
pattern
word
as the
andtarget
write word
them and
on the
writelines.
them
Words
on the
canlines.
be used
Words
more
can than
be used
once.more than once.
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
Day 5
cartoon 1. rooster
cartoon
ew
5
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
ChooseChoose
the Word
the Word
Directions: Read
Directions:
each set of
Read
words.
eachCircle
set of
thewords.
word Circle
that does
the word
NOT belong
that does
withNOT
thebelong
others. with the others.
1.
hundred
review
dungeon dungeon
cartoon
review
under
under
5
Word Cards (BLM 5)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
sunburn
poodle
ew
5
5
Word Study & VocabularyWord
2: Unit
Study
8: Long
& Vocabulary
and short2:uUnit
patterns
8: Long
in accented
and shortsyllables
u patterns in accented syllables
©2010 Benchmark Education Company, LLC
balloon
sunburn
umpire
umpire
Word Cards (BLM
Word
5) Cards (BLM 5)
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
©2010 Benchmark Education Company, LLC
sewer
doodle
hundred
funny
cartoon
oo
5
5
5
5
poodle
sewer
scooter
newborn newborn
doodle
chewy
funny
oo
5
5
review
review
tundra
4
jewel
balloon
tundra
scooter
chewy
thunder
thunder
5
5
jewel
tundra
trumpet
trumpet
raccoon
raccoon
4
maroon
Word BankWord Bank
5
5
5
5
tumble
4
5
pewter
pewter
4
lumber
5
noodle
noodle
4
sunburn
4
SpellingSpelling
and Sound
and Sound
PatternsPatterns
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
wordread
in the
each
word
word
bank
in and
the word
then write
bank the
and words
then write
in the words in
the correct column
the of
correct
the chart.
column of the chart.
5
steward
steward
5
5
subject
4
5
newlywed
newlywed Sunday
Sunday
4
lagoon
Word Cards (BLM 3)
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
5
sewer
hundred
3
5
cooking. So Sam wants to learn about how things work. For example, one
camp she might sign up for is all about weather and natural phenomena,
such as thunder, volcanoes, and earthquakes. She wants to know what
New Words
causes volcanoes to erupt and why scientists can’t predict when an
1.
earthquake is going to happen. Another science camp she wants to go to
is all about nature. The campers get to go on a whale-watching trip where
2.
they’ll learn how to identify different whales by their markings.
3.
The camp I’m most interested in is Italian cooking camp. (Don’t
worry—there will always be grown-ups around to help out!) I want to
learn to toss pizza dough high up in the air, like they do in the movies.
Uncle Gus wants me to learn how to make homemade noodles because
Sentence
he doesn’t like the kind that come in the box. Sam wants me to make
some fresh chewy bread for her. I’m getting hungry just thinking about
that!
The other camp I’m thinking about signing up for is art camp.
I’ve been drawing cartoons all over my notebooks for the last five years.
They’re okay, but I want to learn to draw other subjects, too. I want to
draw animals, like raccoons and roosters. Oh, look! I’ve been doodling all
over this summer-fun list. Maybe I should go to art camp first!
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
©2010 Benchmark Education Company, LLC
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
Unit
Spelling Dictation (BLM 10)
8
®
Kit 2_U8_TG.indd 1
B
e
n
c
h
m
a
r
k
E
d
u
c
a
t
i
o
n
C
©2010 Benchmark Education Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
scooter
scooter
funny
funny
4
4
5
4
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
©2010 Benchmark Education Company, LLC
Word Cards (BLM 3)
rooster
rooster
5
5
renewable
foolish
3
5
4
4
shampoo
3
doodle
doodle
4
dungeon
3
• Sort words according to their accented syllables
cocoon
button
button
poodle
4
renew
3
newborn
blunder
3
Category Cards (BLM 2)
tundra
4
Word Cards (BLM 4)
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
4
maroon
3
Word Cards (BLM 3)
Word Study & VocabularyWord
2: Unit
Study
8: Long
& Vocabulary
and short2:uUnit
patterns
8: Long
in accented
and shortsyllables
u patterns in accented syllables
Anchor Chart (BLM 1)
cartoon
Day 3
Category Cards Category
(BLM 2) Cards (BLM 2)
Word Study & VocabularyWord
2: Unit
Study
8: Long
& Vocabulary
and short2:uUnit
patterns
8: Long
in accented
and shortsyllables
u patterns in accented syllables
tumble
4
uncle
3
4
lumber
3
jewel
sunburn
4
toothache
3
4
lagoon
3
hungry
subject
4
summer
3
4
hundred
3
fewer
SecondSecond
SyllableSyllable
Accented
Accented
sewer
4
summary
3
4
foolish
3
erupt
pump/kin,
e/rupt e/rupt
pump/kin,
Short u Short u
renewable
4
shampoo
3
4
dungeon
3
cocoon
4
poodle
4
renew
3
newborn
4
blunder
3
chewy
few/er, re/new/able
few/er, re/new/able
baboon
3
punish
3
tooth/ache
ba/boon, ba/boon,
tooth/ache
ew
pumpkin
3
cartoon
Example Words
Example Words
oo
ew
Day 2
oo
Long and
LongShort
and Short
u Patterns
u Patterns
in Accented
in Accented
Syllables
Syllables
o
m
p
a
n
y
6/11/10 4:22:50 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Point out to Spanish-speaking ELs that
many Spanish words are similar to words
in English. Provide the Spanish words
and the related English words to Spanishspeaking ELs: el champú/shampoo;
renovar/renew.
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, point to the word
shampoo on the chalkboard. Show how
you divide the word into two syllables
between the consonants m and p. Explain
that you now have two syllables. The first
syllable is closed and has a CVC pattern
and a short vowel sound. Reinforce that
the second syllable is open and accented
and contains the long u sound, spelled
oo. Read each syllable and then blend the
syllables together: sham/poo: shampoo.
Continue to support students who need
help with blending throughout the week,
using the example words used in the
lesson.
Review Long and Short o Patterns
in Accented Syllables
Focus Words: problem, stroller, floatable, opposite, roadway
Write the words stroller and roadway on the chalkboard. Say: The stroller nearly
went into the roadway. Remind students that these words have the long or short o
sound in the accented syllable. Point out that first syllable is accented.
Write the words floatable, opposite, and problem on the chalkboard. Ask students to
work with a partner to use each word in an oral sentence.
Introduce Long and Short u Patterns
in Accented Syllables
Model
Write the word cartoon on the chalkboard and read it aloud. Say: I can hear the
accent on the second syllable of cartoon, and I can hear the long u sound, spelled
oo. Circle the vowel pattern.
Write jewel and pumpkin on the chalkboard and read them aloud. Say: Jewel has
the accent on the first syllable and the long u sound spelled ew. Pumpkin has
the accent on the first syllable too, and it has the short u sound. Circle the vowel
patterns.
Write oo, ew, and Short u in a row on the chalkboard. Point out each heading and
explain to students that these are the different ways that they can sort words with
long and short u in accented syllables.
Guide
Provide practice by having students sort words according to the long or short u
sound in the accented syllables. Ask students to write the category headings from the
chalkboard in their word study notebooks. Guide them to write the words cartoon,
jewel, and pumpkin in the correct columns in their word study notebooks as you
write the words in the columns on the chalkboard. Once students have finished, have
them compare their charts with the chart on the chalkboard and make any necessary
corrections.
©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: 978-1-4509-0187-1
2 Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
Kit 2_U8_TG.indd 2
©2010 Benchmark Education Company, LLC
6/11/10 4:22:50 PM
Apply
Assessment Tip
Write the words balloon, fewer, and erupt on the chalkboard. Ask students to say
the words aloud with you, emphasizing the long or short u sound in each word.
Ask students to work with a partner to sort the words according to the long or
short u sound in the accented syllables and write them in the correct columns
in their word study notebooks. Ask volunteers to circle the vowel pattern in the
words.
Note which students have difficulty
recognizing the vowel patterns in the
words. You may want to work with these
students, pointing out the spelling pattern
in the accented syllable that contains either
the long or short u sound. You can also
have students keep the anchor chart on
BLM 1 next to them so that they can see
sentences with examples of words with
these spellings.
Spelling Words with Long and Short u
Patterns
Unit Spelling Words: cocoon, shampoo, chewy, renew, hungry, punish,
pewter, Sunday
Write the word cocoon on the chalkboard and read it aloud, emphasizing the long
u sound in the second syllable. Say: I can hear the long u sound in the second
syllable of cocoon. And I can hear the accent on the second syllable, which means
you place more emphasis on it when you say it aloud. The long u sound is spelled
oo.
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 word chewy on the chalkboard and read it aloud. Have students repeat
after you. Point out the long u sound in the first syllable, spelled ew. Say: We can
hear the accent on the first syllable in chewy. The long u sound is spelled with the
letters ew.
Repeat this process with the remaining spelling words, having students identify the
accented syllable, the long or short u sound, and how the sound pattern is spelled.
Ask students to write the spelling words in their word spelling notebooks. Have
partners check each other’s spellings. Ask students to underline the accented
syllable in each word. Have partners check each other’s underlining.
©2010 Benchmark Education Company, LLC Kit 2_U8_TG.indd 3
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables 3
6/11/10 4:22:50 PM
Day Two
Common Features Sort
oo
ew
Short u
balloon
cartoon
cocoon
shampoo
toothache
chewy
fewer
jewel
renew
hungry
pumpkin
punish
summary
summer
uncle
erupt
Buddy Sort
oo
ew
Short u
baboon
foolish
lagoon
maroon
poodle
sewer
newborn
renewable
blunder
dungeon
hundred
lumber
subject
sunburn
tumble
tundra
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
Review Long and Short u Patterns
in Accented Syllables
Refer to the anchor poster to review rules for long and short u patterns in accented
syllables.
Write the word fewer on the chalkboard. Ask students what they notice about the
initial syllable of the word. (It is has the long u sound and is accented. The long u
sound is also spelled ew.)
Write the words balloon and erupt on the chalkboard. Have students turn to a
partner and identify the accented syllable that contains either the long or short u
sound, and note the spelling in each word.
Common Features Sort
Teacher Word Cards: same as BLM 3
Teacher Category Cards: oo, ew, Short u
Place the category cards in a pocket chart. Hold up the word cards for balloon,
chewy, and erupt. Read each word aloud and have students repeat after you.
Think aloud: I hear that each of the words has either the long or short u sound
in the accented syllable. I hear the long u sound in the second syllable of balloon
and in the first syllable of chewy. I hear the short u sound in the second syllable of
erupt. In balloon the long u sound is spelled oo, so I will place this word in the oo
category.
Place the balloon word card in the correct column in the pocket chart. Model how
you place the word cards for erupt and chewy in the correct categories, noting for
students the spelling of the long or short u sound.
Because some ELs may not have someone
With students, read aloud each remaining word card from BLM 3, and ask them to
at home who speaks English well enough
help you place the remaining cards in the appropriate categories in the pocket chart.
to work with them on BLM 6, make sure
that they understand the directions. Also
Ask students to explain why each word belongs in its category.
pronounce and define each word for them.
Buddy Sort
Give pairs of students the category cards from BLM 2 and the word cards from
BLM 4. Invite one student to read a word and ask in which category to place the
word. When the other student responds and the word is placed, this student chooses
a word and asks where the word should be sorted.
When students have finished sorting, ask them to tell which words they have in each
category.
Spelling. Ask students to copy the categories from the sorts in their word study
notebooks. Have them sort the spelling words into the appropriate categories.
4 Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
Kit 2_U8_TG.indd 4
©2010 Benchmark Education Company, LLC
6/11/10 4:22:51 PM
Day Three
Buddy Sound Sort
Buddy Sound Sort
Teacher Word Cards: button, raccoon
Teacher Category Cards: First Syllable Accented, Second Syllable Accented
First
Syllable
Accented
Place the teacher category cards in a pocket chart. Hold up the word button and
read it aloud, emphasizing the accent on the first syllable.
button
doodle
funny
newlywed
noodle
pewter
rooster
Think aloud: When I say the word button, I can hear the accent on the first
syllable. I will place this card in the First Syllable Accented category. Place the
card in the category in the pocket chart.
Hold up the word card raccoon and read it aloud, emphasizing the accent on the
second syllable.
Think aloud: When I say the word raccoon, I can hear the accent on the second
syllable. I will place this card in the Second Syllable Accented category. Place the
card in the pocket chart.
Give pairs of students the syllable category cards from BLM 2 and the word cards
from BLM 5. Have them take turns reading each word aloud and placing it in the
appropriate category. After students have finished sorting, ask them to tell the
words they have in each category.
Applying Meaning. Give students BLM 7 and ask them to complete the activity,
circling the word that doesn’t fit with the others in the set, writing the word that
has the same sound or spelling as the target word, and writing sentences with
words that have long and short u patterns in accented syllables.
Second
Syllable
Accented
scooter
steward
Sunday
trumpet
thunder
umpire
under
raccoon
review
Assessment Tip
Use students’ completed BLM 7 to assess
their understanding of the spelling patterns
for the words. Note whether they need
more practice in applying the different
spellings.
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.
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.
©2010 Benchmark Education Company, LLC Kit 2_U8_TG.indd 5
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables 5
6/11/10 4:22:51 PM
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 the long
and short u sound in accented syllables.
Name ___________________________________
Date ____________________________________
Summer Fun
Give each student a copy of the passage on BLM 9. Tell them that they will be going
on a word hunt, looking for examples of words with the long or short u sounds in the
accented syllables.
Ask students to read the passage once to themselves.
Next, read a few lines with students and model finding and underlining words with
the target sounds and spellings. Ask students to complete the word hunt on their
Spelling Dictation
own.
Name ___________________________________
Date ____________________________________
Review Words
My sister Sam and I are making a list of the fun things we’d like
to do this summer—there may be a hundred things on it by the time we
finish! I’m surprised at all of the different kinds of day camps they have
for kids my age.
make sure underlines
ked to overprint
w: Attributes)
Word Hunt
Sam is more into science than I am, and I am more into art and
cooking. So Sam wants to learn about how things work. For example, one
camp she might sign up for is all about weather and natural phenomena,
such as thunder, volcanoes, and earthquakes. She wants to know what
causes volcanoes to erupt and why scientists can’t predict when an
earthquake is going to happen. Another science camp she wants to go to
is all about nature. The campers get to go on a whale-watching trip where
they’ll learn how to identify different whales by their markings.
The camp I’m most interested in is Italian cooking camp. (Don’t
Ask 1.students to write the words they find in their word study notebooks and have
them2. circle the syllable that contains either the long or short u sound.
3.
Ask students to go through what they have read recently, either in class or for
New Words
pleasure,
to find words that fit the target spelling pattern. Have students add these
new1.words to their word study notebooks.
2.
3.
worry—there will always be grown-ups around to help out!) I want to
learn to toss pizza dough high up in the air, like they do in the movies.
Uncle Gus wants me to learn how to make homemade noodles because
he doesn’t like the kind that come in the box. Sam wants me to make
some fresh chewy bread for her. I’m getting hungry just thinking about
Spelling Dictation
Sentence
that!
The other camp I’m thinking about signing up for is art camp.
I’ve been drawing cartoons all over my notebooks for the last five years.
They’re okay, but I want to learn to draw other subjects, too. I want to
draw animals, like raccoons and roosters. Oh, look! I’ve been doodling all
over this summer-fun list. Maybe I should go to art camp first!
Reading Passage (BLM 9)
Answer Key Reading Passage (BLM 9)
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
©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 that have the long
and short u sound in accented syllables.
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: soldier, toaster, product.
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: shampoo, Sunday, pewter.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
©2010 Benchmark Education Company, LLC
Dictate the following sentence and have students write it on their papers:
The hungry poodle wanted a chewy treat.
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.
6 Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
Kit 2_U8_TG.indd 6
©2010 Benchmark Education Company, LLC
6/11/10 4:22:52 PM
Day Five
Name ___________________________________
Spelling Assessment
Date _______________________________________
Unit 8 Quick-Check: Long and Short u
Patterns in Accented Syllables
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.
newborn
summer
scooter
2.
tundra
subject
foolish
•Have students write the word on their papers.
•Continue with the remaining words on the list.
•Use the assessment to plan small-group or individual practice.
Quick-Check Assessment
balloon
4.
erupt
Sunday
button
unearth
newlywed
doodle
sewer
Directions: In the space below, list five to ten words you know that contain either the long or short u
sounds in the accented syllable.
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort. Write each word in the
appropriate sort category.
oo
ew
Short u
maroon
rooster
toothache
foolish
review
steward
pewter
fewer
sunburn
lumber
blunder
thunder
Word Bank
maroon, review,
foolish, steward,
pewter, sunburn,
rooster, thunder,
toothache, lumber,
fewer, blunder
Think and Write about Long and Short u Patterns in Accented
Syllables
Assess students’ mastery of words with the long or short u sounds in accented
syllables using the Quick-Check for Unit 8.
Suggestions for Independent Practice
Go Fish. Give pairs of students a set of word cards that has been selected so that
there are four words with each spelling pattern, oo, ew, and short u. Each student
draws six word cards; the rest of the cards remain facedown in a pile. The first
student asks if the other has any words with a certain spelling pattern. The other
student gives them a word with the spelling pattern if he or she has it. If not, the
student draws a card from the pile. When students have two of a kind, they lay the
cards on the table. The object is to get rid of all of one’s cards.
Scrambled Words. Have students scramble ten words from the word cards and
write them on a sheet of paper. Students exchange papers with another student
and try to unscramble the words. Students can time themselves with a stopwatch
and see who can unscramble the words the fastest.
Blind Writing Sort. To practice their spelling, give pairs of students one set of the
oo, ew, and Short u category cards and one set of word cards. Have them write
the categories in a row in their word study notebooks. The first reader chooses a
card and pronounces the word without showing the card, and his or her partner
writes the word in the correct category. Remind students to switch roles.
Kit 2_U8_TG.indd 7
3.
umpire
raccoon
Apply
•When students have finished, collect their papers and analyze their spelling of
the words.
©2010 Benchmark Education Company, LLC Directions: Circle the word that has the same sound as the target word in each set.
Directions: In the space below, explain how understanding words with long or short u patterns in
accented syllables helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
©2010 Benchmark Education Company, LLC
Answer Key Unit 8 Quick-Check
Answer Key BLM 6
oo
ew
Short u
poodle
doodle
scooter
cartoon
balloon
newborn
chewy
jewel
review
sewer
tundra
hundred
funny
dungeon
sunburn
Answer Key BLM 7
1. hungry
2. button
3. blunder
4. chewy
5. doodle
6. summary
7. pumpkin
8. shampoo, doodle
9. thunder, trumpet
10. thunder, trumpet
11. review, pewter
12. shampoo, doodle
Answer Key BLM 8
1. cartoon
2. maroon
3. under
4. toothache
5. subject
6. cartoon, noodle
7. renew, jewel
8. hungry, punish
9. hungry, punish
10. cartoon, noodle
11. renew, jewel
12. hungry, punish
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables 7
6/11/10 4:22:53 PM
Name ____________________________________
Date ________________________________________
Unit 8 Quick-Check: Long and Short u
Patterns in Accented Syllables
Answer Questions
Directions: Circle the word that has the same sound as the target word in each set.
1. newborn
summer
scooter
2. tundra
subject
foolish
3. balloon
Sunday
4. erupt
button
unearth
doodle
umpire
raccoon
newlywed
sewer
Apply
Directions: In the space below, list five to ten words you know that contain either the long or short u
sounds in the accented syllable.
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort. Write each word in the
appropriate sort category.
oo
ew
Short u
Word Bank
maroon, review,
foolish, steward,
pewter, sunburn,
rooster, thunder,
toothache, lumber,
fewer, blunder
Think and Write about Long and Short u Patterns in Accented
Syllables
Directions: In the space below, explain how understanding words with long or short u patterns in
accented syllables helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 2: Unit 8: Long and short u patterns in accented syllables
Kit 2_U8_TG.indd 8
©2010 Benchmark Education Company, LLC
6/11/10 4:22:53 PM