1
WordStudy Start
Vocabulary
Long i Patterns in Accented Syllables
Lesson Objectives
Day 1
Students will:
• Identify long i patterns in words with more than one syllable:
y as long i, iCe, and open i• Hear accented syllables and understand that the long vowel
patterns are often in accented syllables
• Read and write words with long i patterns and indicate the
accented syllable
Day 2
advice
Materials:
apply
• Anchor Poster
• BLM 1: Anchor Chart
beside
• BLM 2: Category Cards
confide
• BLM 3: Word Cards
cyclone
• BLM 6: Take-Home Activity
decide
• Teacher Category Cards—y as Long i, iCe, Open
i• Teacher Word Cards—confide, Friday, rely dryer
advice
imply
3
First Syllable
First Syllable
y as longyi as long i
SecondSecond
SyllableSyllable
re / ply re / ply
3
surprise
3
Friday
invite
3
4
Word Cards (BLM 4)
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
• Recognize the long i patterns
• Sort words according to long i patterns
• Recognize the accented syllable in words
• Sort words according to where the accented syllable is heard
Word Cards (BLM 4)
1.
sty/lish 1. sty/lish
sty/lish
2.
si/lent
sty/lish
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
ri/val
3.ri/val
ri/val
ri/val
______________________________________________________________________
______________________________________________________________________
4.
ny/lon
1. ny/lon
ny/lon
Date ____________________________________
Name ___________________________________
The Long Ride: Day One
Review Words
1.
Well, the big news is that I survived the first day of the bike trip. I guess
I should not be surprised that my legs feel like rubber garden hoses. We
ny/lon
2.
just finished a thirty-mile ride. Now we are sitting in a coffee shop near our
______________________________________________________________________
______________________________________________________________________
Date ____________________________________
Spelling Dictation
Friday, July 22
Dear Mom, Dad, and Marco,
3.
campground. It feels strange not to be around a television or a computer. Since
2.
di/al
2.
di/aldi/al
di/al
paper. The pen and paper have come in handy for playing tic-tac-toe, too!
______________________________________________________________________
______________________________________________________________________
New Words
I wish I could describe how great it felt to ride down a country road with
de/fy
4.de/fy
de/fy
3.
sup/ply 3. sup/ply
sup/ply
1.
the sky all morning. I did not fall off my bike even once. Isaac’s parents were
sup/ply
2.
great about stopping when I needed to take a break. Don’t worry: I put on a lot
______________________________________________________________________
______________________________________________________________________
of sunscreen and wore my visor while I rode.
de/fy
4.
re/vise 4. re/vise
re/vise
3.
standing beside the road. They looked like they had just rolled in mud. They
re/vise
also looked like big brown rugs, standing on legs.
______________________________________________________________________
______________________________________________________________________
Sentence
After we set up our tents at the campground, another group of bikers
5.
de/scribe5.
de/scribe
de/scribe
arrived. They have invited us to join them for a songfest after dinner.
de/scribe
______________________________________________________________________
______________________________________________________________________
5.
spi/der 5. spi/der
spi/der
spi/der
When Isaac asked me to go on the trip, I know I said yes partly because
______________________________________________________________________
______________________________________________________________________
I wanted to be polite. I remember I told you I was not sure if I wanted to do it.
But now I sure am glad I did!
6.
side/walk6.
side/walk
side/walk
side/walk
____________________________________________________
____________________________________________________
__________________
__________________
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Date ____________________________________
Name ___________________________________
The Long Ride: Day One
6.
ar/rive
6. ar/rive
ar/rive
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Date ____________________________________
Word Study & VocabularyWord
1: Unit
Study
16:&Long
Vocabulary
i patterns
1: Unit
in accented
16: Long
syllables
i patterns in accented syllables
First Try
3.
campground. It feels strange not to be around a television or a computer. Since
there is a post office next door, I decided to write you this letter. Mom, I guess
you gave me good advice when you said I should bring along a pen and extra
Second Try
(if needed)
paper. The pen and paper have come in handy for playing tic-tac-toe, too!
New Words
I wish I could describe how great it felt to ride down a country road with
1.
farmland on both sides. Up above, there was sun and nothing else but blue in
the sky all morning. I did not fall off my bike even once. Isaac’s parents were
2.
great about stopping when I needed to take a break. Don’t worry: I put on a lot
of sunscreen and wore my visor while I rode.
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.
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
©2010 Benchmark Education Company, LLC
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
Date ____________________________________
Spelling Peer Check
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write
your spelling words.
2.
just finished a thirty-mile ride. Now we are sitting in a coffee shop near our
Spelling Dictation (BLM 10)
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
1.
I should not be surprised that my legs feel like rubber garden hoses. We
Micah
Reading Passage (BLM 9)
Name ___________________________________
Review Words
Well, the big news is that I survived the first day of the bike trip. I guess
Love,
ar/rive
______________________________________________________________________
______________________________________________________________________
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Spelling Dictation
Friday, July 22
Dear Mom, Dad, and Marco,
3.
This afternoon, we made it to the state park and passed three bison
standing beside the road. They looked like they had just rolled in mud. They
also looked like big brown rugs, standing on legs.
Sentence
After we set up our tents at the campground, another group of bikers
arrived. They have invited us to join them for a songfest after dinner.
When Isaac asked me to go on the trip, I know I said yes partly because
I wanted to be polite. I remember I told you I was not sure if I wanted to do it.
But now I sure am glad I did!
Love,
Micah
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
• Correctly spell words with long i patterns
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
Unit
Students will:
Name ___________________________________
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
wordread
and each
then word
look atand
thethen
two look
choices
at the
for two
where
choices for where
he or she hearshe
theoraccented
she hearssyllable.
the accented
The accented
syllable.syllable
The accented
is in bold
syllable
print. isHave
in bold
yourprint.
child Have
circle your child circle
the word that shows
the word
the that
accent
shows
in the
thecorrect
accentsyllable.
in the correct
Then have
syllable.
your Then
child have
write your
a sentence
child write
using
a sentence using
each word.
each word.
1.
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
This afternoon, we made it to the state park and passed three bison
______________________________________________________________________
______________________________________________________________________
• Recognize words with long i patterns in a reading passage
• Categorize words with long i patterns and indicate the
accented syllable
• Correctly spell the spelling words
• Correctly write the dictated sentence
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Word Study & VocabularyWord
1: Unit
Study
16:&Long
Vocabulary
i patterns
1: Unit
in accented
16: Long
syllables
i patterns in accented syllables
farmland on both sides. Up above, there was sun and nothing else but blue in
3.
Students will:
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
5
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
you gave me good advice when you said I should bring along a pen and extra
si/lent
Classroom Activity (BLM 7)
check to make sure underlines
are marked to overprint
(Window: Attributes)
5
5
there is a post office next door, I decided to write you this letter. Mom, I guess
2. si/lent
si/lent
Word Study & VocabularyWord
1: Unit
Study
16:&Long
Vocabulary
i patterns
1: Unit
in accented
16: Long
syllables
i patterns in accented syllables
Name ___________________________________
Open i-
Which Syllable
Which Syllable
is Accented?
is Accented?
Directions: Read
Directions:
each wordRead
and each
then word
look atand
thethen
two look
choices
at the
for two
where
choices
the accented
for wheresyllable
the accented
is
syllable is
heard. The accented
heard.syllable
The accented
is in bold
syllable
print. isCircle
in bold
the print.
word Circle
that shows
the word
the that
accent
shows
in the
thecorrect
accent in the correct
syllable. Then write
syllable.
a sentence
Then write
using
a sentence
each word.
using each word.
Materials:
• BLM 2: Category Cards
• BLMs 4–5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Category Cards
• Teacher Word Cards—survive, trial, python, final, deny
Open i-
iCe
iCe
spiral
spiral
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Which Syllable
Which Syllable
is Accented?
is Accented?
cycle
supply
5
5
Word Cards (BLM 5)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
minus
survive
cycle
spiral
supply
stylish
spider
spider
Word Study & VocabularyWord
1: Unit
Study
16:&Long
Vocabulary
i patterns
1: Unit
in accented
16: Long
syllables
i patterns in accented syllables
©2010 Benchmark Education Company, LLC
beside
minus
polite
survive
advice
spiral
confide
stylish
y as Long iy as Long i
Word Cards (BLM
Word
5) Cards (BLM 5)
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
©2010 Benchmark Education Company, LLC
July
beside
iris
polite
python
advice
describe
confide
5
5
5
5
item
July
surprise
iris
client
python
describe
5
5
outside
outside
trial
4
Word Cards (BLM 3)
5
dryer
item
surprise
client
silent
silent
5
idol idol
4
dryer
sidewalk
sidewalk
5
5
survive
4
visor
3
5
Sound Sound
and Pattern
and Pattern
Sort Sort
5
5
©2010 Benchmark Education Company, LLC
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 itand
under
then write it under
the correct heading
the correct
on the heading
chart. After
on sorting
the chart.
theAfter
words,
sorting
ask your
the words,
child toask
underline
your child
thetoaccented
underline the accented
syllable in each syllable
word. in each word.
revise
revise
5
finalfinal
4
dial
3
5
supply
4
5
4
Word Cards (BLM 4)
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
©2010 Benchmark Education Company, LLC
Word BankWord Bank
5
replyreply
5
desire
desire
4
describe
3
5
denydeny
4
stylish
4
rely
5
rival
4
cycle
5
trial
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
polite
polite
defydefy
4
combine
3
5
4
invite
3
Word Cards (BLM 3)
pilotpilot
5
5
python
4
July
5
4
client
minus
3
arisearise
bypass
bypass
4
4
3
Category Cards (BLM 2)
nylon
4
bison
item
3
visor
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
survive
4
Word Cards (BLM 3)
Word Study & VocabularyWord
1: Unit
Study
16:&Long
Vocabulary
i patterns
1: Unit
in accented
16: Long
syllables
i patterns in accented syllables
provide
arrive
3
3
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Anchor Chart (BLM 1)
3
3
Category Cards Category
(BLM 2) Cards (BLM 2)
Word Study & VocabularyWord
1: Unit
Study
16:&Long
Vocabulary
i patterns
1: Unit
in accented
16: Long
syllables
i patterns in accented syllables
iris
3
Students will:
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
4
dial
3
3
supply
4
surprise
Friday
4
describe
3
3
stylish
4
rely
3
4
cycle
3
decide
cy / cle cy / cle
rival
4
minus
3
4
combine
3
cyclone
The accented
The accented
syllable for
syllable for
words with
words
y aswith
a vowel
y as a vowel
can be either
can be
theeither
first or
the first or
the second
thesyllable.
second syllable.
python
4
July
3
4
client
3
confide
provide
4
item
3
4
bison
3
beside
nylon
4
iris
3
Open i-Open i-
arrive
3
apply
iCe pattern
The accented
The accented
syllable for
syllable for iCe pattern
des / cribe
words with
words
iCe patterns
with iCe is
patterns is des / cribe
usually the
usually
second
thesyllable.
second syllable. sub / sidesub / side
imply
3
Day 5
iCe
dryer
• Understand the rules for long i patterns in accented syllables
• Recognize words with long i patterns
• Hear the accented syllables in words with long i patterns
• Sort words according to long i patterns
Day 4
iCe
open i pattern
The accented
The accented
syllable for
syllable for open i pattern
words with
words
openwith
i patterns
open i patterns pi / lot pi / lot
is usuallyisthe
usually
first syllable.
the first syllable. bi / son bi / son
Students will:
Day 3
y as Long
y asi Long i
Long iLong
Vowel
i Vowel
Patterns
Patterns
in
in
Accented
Accented
Syllables
Syllables
Materials:
• Quick-Check Assessment
16
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Kit 1_U16_TG.indd 1
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n
c
h
m
a
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k
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d
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c
a
t
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m
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y
6/9/10 8:02:24 AM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Help students hear the long i vowel sound
in the accented syllables by clapping the
syllables in each spelling word. As you say
the accented syllable, clap louder than you
would for the other syllable in the word.
Ask students to then say each word, clap
the syllables they hear, and clap even
louder when they hear the long i vowel
sound in the accented syllable.
Blending Practice
If some students have difficulty reading
the words, remind them that breaking
longer words into syllables is a helpful way
to read long words. Provide an example,
using a longer word such as surprise.
Show how to divide the word into
syllables: sur/prise. Then model reading
each syllable based on its vowel pattern
and blending it together. Continue to
support students who need help with
blending throughout the week, using the
example words used in the lesson.
Review Long a Patterns in Accented Syllables
Focus Words: explain, safety, rainbow, nation, crayon, mistake, basic
Write the focus words on the chalkboard. Pointing to one word at a time, ask
students to tell you the long a pattern and then identify the accented syllable.
Remind students that in words that have more than one syllable, the accent, or stress,
is usually on the syllable with a long vowel sound.
Introduce Long i Patterns in Accented
Syllables
Model
Write the words beside, apply, and visor on the chalkboard. Say: Today we are
going to look at long i patterns in accented syllables. When I say the word beside,
I hear the long i in the second syllable. I see that the vowel pattern is iCe. The second
syllable is the accented syllable.
Circle the iCe pattern in beside and underline the accented syllable. Point to the
word apply and read it aloud. Say: I hear a long i sound, but I don’t see the letter
i. In this word, the letter y stands for the long i sound. The syllable with the long i
sound is also the accented syllable.
Circle the y and underline the accented syllable. Then repeat the steps with the word
visor.
Guide
Write the words imply, decide, and item on the chalkboard. Ask students to say the
first word aloud. Have them tell you where they hear the long i sound, what letter
stands for the sound, and which syllable is accented. Repeat with the words decide
and item.
Apply
Ask pairs of students to brainstorm two-syllable words with the long i sound. Have
them record their list in their word study notebooks. Ask them to circle the letters
that stand for the long i sound. Ask the pairs to share their words with the class.
©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: 978-1-4509-0099-7
2 Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
Kit 1_U16_TG.indd 2
©2010 Benchmark Education Company, LLC
6/9/10 8:02:24 AM
Spelling Words with Long i Patterns
Assessment Tip
Unit Spelling Words: surprise, polite, minus, rival, silent, supply, dryer,
cyclone
Write all the spelling words on the chalkboard. Say: These spelling words are all
two-syllable words that have a long i vowel pattern. The long i sound is in the
accented syllable.
Point to the words surprise and polite and read them aloud. Ask students what
long vowel sound they hear in the words and what letters stand for the long
sound. Circle the iCe pattern in each word.
Now point to the words minus, rival, and silent as students read the words with
you. Ask students to tell you what letter stands for the long i sound. Confirm with
students that the long i is in the accented syllable. Circle the letter i in each word.
Observe students to make sure they hear
the long i vowel sound in the words. Also
note if they are able to identify the long i
vowel pattern and the accented syllable in
each word.
Home/School Connection
Students can take home a list of the unit
spelling words and practice reading,
writing, and spelling the words with a
family member.
Point to the words supply and dryer as students read them aloud. Ask students to
identify the letter that stands for the long i sound in these words. Circle the letter y
in each word.
Point out features of the words that students need to remember as they spell
them, for example, the ending -al with the schwa sound in rival, the double
consonant in supply, the silent final -e on cyclone.
Ask students to copy each spelling word into their word study notebooks. Have
partners check each other’s spelling of the words. Ask students to underline the
accented syllable in each word.
©2010 Benchmark Education Company, LLC Kit 1_U16_TG.indd 3
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables 3
6/9/10 8:02:24 AM
Day Two
Providing Support
Students may not always be able to hear
which syllable in a word is accented or
stressed. If they are unsure of where the
accent falls in a word, encourage them to
check the dictionary to see how to divide a
word into syllables and where the accent
mark is on a word.
Sound Sort
Review Long i Patterns in Accented Syllables
Show students the anchor poster and use it to review the rules for long i patterns in
accented syllables. Give students the anchor chart from BLM 1 and tell them to keep
it handy to help them as they are sorting the words in this unit.
Write the words advice, cyclone, and spider on the chalkboard. Ask students to
identify the long i pattern and the accented syllable in each word.
Sound Sort
y as Long i
iCe
Open i-
apply
dryer
imply
July
rely
cyclone
beside
confide
surprise
decide
advice
visor
minus
Friday
item
iris
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.
Teacher Word Cards: confide, Friday, rely
Teacher Category Cards: y as Long i, iCe, Open iPlace the category cards in the pocket chart. Hold up the word card for confide.
Think aloud: When I’m sorting words with a long i pattern, I need to think about
which syllable has the long i sound and what letter or letters stand for the long i
sound. I know that the accent is usually on the syllable with the long vowel sound. In
the word confide, I hear the long i in the last syllable in the iCe pattern. I’ll place the
word in the pocket chart under iCe.
Ask students to help you sort the word cards Friday and rely.
Give each pair of students the word cards from BLM 3 and the category cards for
spelling patterns from BLM 2. Tell students to sort the words, paying attention to the
long i vowel pattern and listening to where the accented syllable is in each word.
Oddballs
Write the words machine, forgive, and favorite on the chalkboard. Say: There are
some words that don’t follow the rules. For example, the word machine looks like it
has an iCe pattern, but the i makes a long e sound. The words forgive and favorite
also have an iCe pattern, but the i in both words has a short vowel sound.
Spelling. Ask students to write the categories at the top of a new page in their
word study notebooks. Ask them to write the unit spelling words in the appropriate
categories. Then ask them to cover up one word at a time with a piece of paper, write
the word, and then check their spelling.
4 Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
Kit 1_U16_TG.indd 4
©2010 Benchmark Education Company, LLC
6/9/10 8:02:25 AM
Day Three
Pattern Sort
Pattern Sort
Teacher Word Cards: survive, trial, python
Teacher Category Cards: y as Long i, iCe, Open iIn a pocket chart, place the category cards in a row and place the word cards in
a group to the side. Say: Look at the words in the pocket chart. Which word has
a long i and final silent e? What category does survive belong in? Place survive
under the category for iCe. Which word belongs in the Open i- category? Place
trial under the category for Open i-. Ask students to tell you why the word
python goes in the remaining category.
Tell students to work with a partner. Give each pair of students the word cards
from BLM 4 and the category cards for spelling patterns on BLM 2. Tell them to say
each word aloud, determine the long i vowel pattern in each word, and then sort
the words under the correct category.
Sound Sort
Teacher Word Cards: final, deny
Teacher Category Cards: First Syllable, Second Syllable
y as Long i
iCe
Open i
cycle
nylon
python
stylish
supply
arrive
combine
describe
invite
provide
survive
bison
client
dial
rival
trial
Sound Sort
First Syllable
Second Syllable
bypass
idol
final
spider
pilot
silent
spiral
sidewalk
defy
deny
outside
polite
reply
revise
desire
arise
Assessment Tip
Place the category cards in the pocket chart and demonstrate how students
will sort the word cards. Say: In this sort, you will focus on where you hear the
accented syllable in each word. You’ll need to see where the long i vowel pattern
is in each word. Then you’ll say each word aloud again and listen for the syllable
that has the most stress when you say it.
Listen as I say the word final. Where did you hear the accented syllable? The first
syllable has an open i-, so the accent should be heard in the first syllable.
Listen as I say deny. The accented syllable is in the last syllable, and that’s where
I hear the long i sound.
Give pairs of students word cards from BLM 5 and the category cards for syllables
from BLM 2. Tell them to say each word aloud, listen to where they hear the
accented syllable, and then sort the words under the correct heading.
Applying Meaning. Give students BLM 7 and have them choose the words that
correctly show the accented syllables.
Monitor students to make sure they can
recognize the long i vowel patterns in
words and hear the accented syllables in
words. Are they making the connection
that the accented syllables are usually the
syllables with the long vowel patterns?
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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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 i patterns
in accented syllables.
Name ___________________________________
Date ____________________________________
The Long Ride: Day One
Friday, July 22
Dear Mom, Dad, and Marco,
Well, the big news is that I survived the first day of the bike trip. I guess
I should not be surprised that my legs feel like rubber garden hoses. We
just finished a thirty-mile ride. Now we are sitting in a coffee shop near our
make sure underlines
ked to overprint
w: Attributes)
campground. It feels strange not to be around a television or a computer. Since
Word Hunt
Give each student a copy of the reading passage on BLM 9. Have them go on a word
hunt for words with more than one syllable that have a long i vowel pattern.
Say: Read the passage and then go back and hunt for the words with more than one
syllable that have a long i vowel pattern. Remember, the long i patterns are in words
where y acts like a long i, words that have a long i followed by a consonant and
final silent -e, and words that have a long i sound in an open vowel pattern.
Name ___________________________________
Date ____________________________________
Spelling
Tell students to make
a Dictation
chart in their word study notebooks with the headings iCe, y
Review Words
as Long i, and Open i-. Ask them to write the words they find in the reading passage
1.
in their
word study notebooks. Then have students reread their word lists and
2.
underline
the accented syllable in each word.
3.
there is a post office next door, I decided to write you this letter. Mom, I guess
you gave me good advice when you said I should bring along a pen and extra
paper. The pen and paper have come in handy for playing tic-tac-toe, too!
I wish I could describe how great it felt to ride down a country road with
farmland on both sides. Up above, there was sun and nothing else but blue in
the sky all morning. I did not fall off my bike even once. Isaac’s parents were
great about stopping when I needed to take a break. Don’t worry: I put on a lot
of sunscreen and wore my visor while I rode.
New Words
Spelling Dictation
1.
2.
3.
This afternoon, we made it to the state park and passed three bison
standing beside the road. They looked like they had just rolled in mud. They
also looked like big brown rugs, standing on legs.
After we set up our tents at the campground, another group of bikers
arrived. They have invited us to join them for a songfest after dinner.
When Isaac asked me to go on the trip, I know I said yes partly because
I wanted to be polite. I remember I told you I was not sure if I wanted to do it.
But now I sure am glad I did!
Love,
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
Sentence
their BLMs: rainbow, display, awake.
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: rival, polite, supply.
Micah
Answer Key Reading Passage (BLM 9)
Dictate the following sentence and have students write it on their papers:
It was a surprise when the cyclone struck the shore.
Home/School Connection
Write the words and sentence on the chalkboard and have students self-correct their
papers.
Reading Passage (BLM 9)
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
©2010 Benchmark Education Company, LLC
Have students take the reading passage on
BLM 9 home to read to a family member
and point out the words with long i
patterns 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
sentences using the spelling words.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
©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 16: Long i patterns in accented syllables
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Day Five
Name ___________________________________
Spelling Assessment
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.
pro/vide
provide _______________________
•Have students write the word on their papers.
2.
reply
re/ply
_______________________
3.
spider
s pi/der
_______________________
4.
s ide/wa lk
sidewalk _______________________
•Continue with the remaining words on the list.
•When students have finished, collect their papers and analyze their spelling of
the words.
Apply
Directions: In the space below, list one word with a y as long i pattern, one word with an iCe pattern,
and one word with an open i- pattern.
_______________________
_______________________
Directions: Using the words from the word bank, complete the following sort by writing the words in
the appropriate category.
Quick-Check Assessment
y as Long i
iCe
Open i-
deny
cycle
revise
invite
pilot
item
Word Bank
pilot, deny, cycle,
item, revise, invite
Think and Write about Words with Long i Patterns in Accented
Syllables
Assess students’ mastery of long i patterns in accented syllables using the
Quick-Check for Unit 16.
Directions: In the space below, explain how understanding long i patterns in accented syllables helps
you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
©2010 Benchmark Education Company, LLC
Answer Key Unit 16 Quick-Check
Answer Key BLM 6
Suggestions for Independent Practice
Word Hunt. Tell students to go on a word hunt to find more examples of words
with more than one syllable that have a long i pattern. Tell them they can use any
printed material in the classroom in their hunt. Have students make a list of the
words they find to share with the class.
Guess My Word. Have students work in small groups. Tell students to pick five
of their favorite word cards from BLMs 3–5. Have students take turns giving clues
for their word as the other students try to guess the word. Encourage students to
think of as many clues as they can and to build on their clues as they give them,
for example: This is something in my house. My mom puts things in it. It gets
clothes dry. (dryer)
Speed Read. Have students work with a partner and place the word cards from
BLMs 3–5 facedown. Students will take turns drawing a word card and saying the
word as fast as they can. They can then say the long i vowel pattern and where
they hear the accented syllable for their word.
Trade Words. Have pairs of students each write a list of six two-syllable words
with long i patterns. Have them trade their list with their partner. The partners will
divide each word into syllables and underline the accented syllable.
Kit 1_U16_TG.indd 7
Directions: Read each word and then divide it into syllables and circle the accented syllable.
_______________________
•Use the assessment to plan small-group or individual practice.
©2010 Benchmark Education Company, LLC Date _______________________________________
Unit 16 Quick-Check:
Long i Patterns in Accented Syllables
y as Long i
iCe
Open i-
dryer
July
cycle
python
supply
stylish
beside
surprise
polite
survive
advice
describe
confide
item
minus
iris
client
spiral
Answer Key BLM 7
1. sty/lish
2. si/lent
3. ri/val
4. de/fy
5. de/scribe
6. side/walk
Answer Key BLM 8
1. ny/lon
2. di/al
3. sup/ply
4. re/vise
5. spi/der
6. ar/rive
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables 7
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Name ____________________________________
Date ________________________________________
Unit 16 Quick-Check:
Long i Patterns in Accented Syllables
Answer Questions
Directions: Read each word and then divide it into syllables and circle the accented syllable.
1. provide _______________________
2. reply
_______________________
3. spider
_______________________
4. sidewalk _______________________
Apply
Directions: In the space below, list one word with a y as long i pattern, one word with an iCe pattern,
and one word with an open i- pattern.
_______________________
_______________________
_______________________
Directions: Using the words from the word bank, complete the following sort by writing the words in
the appropriate category.
y as Long i
iCe
Open i-
Word Bank
pilot, deny, cycle,
item, revise, invite
Think and Write about Words with Long i Patterns in Accented
Syllables
Directions: In the space below, explain how understanding long i patterns in accented syllables helps
you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 1: Unit 16: Long i patterns in accented syllables
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