WordStudy
Vocabulary
4
Prefix Assimilation sub-
Extend
Lesson Objectives
Day 1
Students will:
• Understand the meaning of sub- (“under, below”)
• Understand that sub- words can be different parts of speech
• Define words using the meanings of the prefix and base
word or root
• Understand the spelling patterns sub-, suf-, sup-, suc-, and
sus• Generate oral sentences using sub- words
sub-
PrefixPrefix
Assimilation
Assimilation
sub- sub-
suf-
suf-
subculture
sup-
sup-
suc-
suc-
sus-
sus-
subsuburban,suburban,
subcommittee,
subcommittee,
subtraction
subtraction
f
f
suf-
sufsuffix, suffuse
suffix, suffuse
p
p
sup-
supsupport, support,
supplant supplant
c (often,
but not always)
c (often, but
not always)
suc-
sucsuccumb, succumb,
succeed succeed
of consonants
A variety Aofvariety
consonants
sus(most
(most often
p, t)often p, t)
sussuspension,
suspension,
sustenance
sustenance
Verb
Verb
Adjective
Adjective
success
Category Cards (BLM
Category
2) Cards (BLM 2)
Students will:
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Benchmark
LLCEducation Company, LLC
Anchor Chart (BLM 1)
4
suspicion
4
Category Cards (BLM 2)
4
Word Cards (BLM 4)
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
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LLCEducation Company, LLC
4
sustenance
succor
3
Word Cards (BLM 3)
Word Study & VocabularyWord
4: Unit
Study
7: Prefix
& Vocabulary
assimilation
4: Unit
sub7: Prefix assimilation sub-
4
suspender
succession
3
3
Word Study & VocabularyWord
4: Unit
Study
7: Prefix
& Vocabulary
assimilation
4: Unit
sub7: Prefix assimilation sub-
4
suspension
3
4
suspect
subterranean
3
succumb
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
4
susceptible
3
4
suppression
substructure
3
subtraction
Noun/Verb
Noun/Verb
4
support
3
4
supportive
substandard
3
substitute
supplementary
4
supplies
3
4
subservient
3
submissive
Noun Noun
4
suffuse
4
supplicant
3
suffer
4
subsequent
3
subjugate
Base words/roots Use spelling:
Use spelling:
Example words
Base words/roots
Example words
in:
beginning beginning
in:
subordinate
3
suffocate
3
The prefixThe
subprefix
can also
sub- can
be spelled
also besuf-,
spelled
sup-, suf-,
suc-,sup-, suc-,
and sus-. and sus-.
Vowels
and a variety
Vowels and
a variety
subof consonants
of consonants
suffix
3
subdivide
Over time,
Over
the time,
/b/ sound
the /b/
has
sound
become
has assimilated,
become assimilated,
or absorbed,
or absorbed,
into the sound
into the
at sound
the beginning
at the beginning
of
of
many words.
many words.
Materials:
• Anchor Poster
Day 2
sub-
The prefixThe
subprefix
means
sub-“under”
means or
“under”
“below.”
or “below.”
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
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Word Cards (BLM 3)
• Sort words by spelling patterns
subculture
suffix
subordinate
Materials:
subdivide
suffocate
• BLM 2: Category Cards
subjugate
supplicant
• BLM 3: Word Cards
submissive
supplies
• BLM 6: Take-Home Activity
substitute
support
• Teacher Category Cards—sub-, suf-, sup-, suc-,
sus• Teacher Word Cards—subversive, suffice, supplement,
subtraction
susceptible
successive, suspicious
success
suspension
3
3
3
3
3
3
3
3
3
3
3
3
Day 3
Students will:
4
4
Word Cards (BLM 3)
substitute
The __________________
1. The __________________
dog responded
dog
quickly
responded
to its owner’s
quickly to
commands.
its owner’s commands.
2.
Reed asked
2. the
Reed
waitress
askedif the
he could
waitress
__________________
if he could __________________
salad for french
salad
friesfor
asfrench
his fries as his
3.
The campers
3. stopped
The campers
in small
stopped
town in
to small
buy food,
townwater,
to buyand
food,
other
water, and other
Will your parents
4. Will__________________
your parents __________________
if you pester them
if youtopester
buy you
them
a new
to buy
bike?
you a new bike?
5.
The little girl
5. frowned
The littleand
girl looked
frowned
at and
the new
looked
babysitter
at the new
withbabysitter
__________________.
with __________________.
supplant
susdivide subdivide
supplant
subplant
subdivide
Suzie wrote
8. a Suzie
reviewwrote
of thea mystery
review ofnovel,
the mystery
which was
novel,
fullwhich
of __________________.
was full of __________________.
suspension
supension
supversive
suburban
suppense
supension
subversive
suburban
suspense
suppense
subversive
susburban
Kit 4_Unit 7_TG.indd 1
c
evening of discussion with her classmates. Who knew that volunteering for
suscinct
suppress
subpress sufuse
suppresssuffuse
sufuse
suspect
The teacher
4. tried
Theto
teacher
__________________
tried to __________________
the rowdy students
the rowdy
who students
were speaking
who were speaking
5.
The student
5. government
The studentcreated
government
a __________________
created a __________________
to research different
to research
kindsdifferent kinds
out of turn.
out of turn.
subdue
supdue
subdue subplant
supdue supplant
subplant
supplant
7.
subdivide
sucdivide
sussidize
subdivide subsidize
sussidize
Mirella had bought a number of decorations to fit the “Fairyland” theme
on which theme to choose. Now it looked like they would be stuck with
Mirella’s choice, since she didn’t have receipts to return her purchases. Lydia
suspected that Mirella had “lost” the receipts for just that reason: to make
My little sister
9. My
is __________________
little sister is __________________
to colds, so she
to is
colds,
oftensosick
sheinisthe
often
winter.
sick in the winter.
suppicious
successive
susceptible
succeptible
successive
suscessive
suscessive
suspicious
succeptible
supplicant
subplicant
supplicant
Date ____________________________________
through Mirella’s vision of butterflies, rainbows, and fairies. Lydia preferred the
“City Lights” theme that Mark had suggested. This dance was going to be a
nightmare!
suspicious
subplicant
Reading Passage (BLM 9)
Word Study & VocabularyWord
4: Unit
Study
7: Prefix
& Vocabulary
assimilation
4: Unit
sub7: Prefix assimilation sub-
Take-Home Activity (BLM 8)
First Try
Second Try
(if needed)
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.
a deejay, but Roger had nixed that idea by claiming a band would be too
New Words
That wasn’t all that had gone wrong at the meeting, either. Mirella had
1.
2.
©2010 Benchmark Education Company, LLC
Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Dictionaries (Day 2)
• Stopwatches (Day 3)
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.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
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Benchmark
LLCEducation Company, LLC
Name ___________________________________
3.
Sentence
sure that her theme was the one chosen. Now they would all have to suffer
supplement
suffocate supplement
sufocate subplement
sufocate subplement
Manuel has
8. music
Manuel
lessons
has music
on three
lessons
__________________
on three __________________
days—Monday,days—Monday,
Tuesday,
Tuesday,
3.
that she had proposed, even though the committee hadn’t yet voted
I bought an
7. apple
I bought
to __________________
an apple to __________________
my lunch, which
myconsisted
lunch, which
of aconsisted
peanut of a peanut
9.
2.
bad enough, she had lost the receipts to submit to the committee. Plus,
subsidize
8.
1.
been purchasing supplies without the group’s approval and, as if that wasn’t
Jessica uses
6. her
Jessica
allowance
uses her
to __________________
allowance to __________________
her hobby of collecting
her hobbyrare
of collecting rare
sucdivide
New Words
That wasn’t all that had gone wrong at the meeting, either. Mirella had
subconscious subconscious
succonscious succonscious
subcommitteesubcommittee
succommitteesuccommittee
stamps.
3.
expensive. She could barely suppress her disappointment with the group’s
decision.
of fund-raisingofactivities.
fund-raising activities.
susceptible
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LLCEducation Company, LLC
2.
a deejay, but Roger had nixed that idea by claiming a band would be too
suffuse
4.
and Wednesday.
and Wednesday. suppicious
Mirella had bought a number of decorations to fit the “Fairyland” theme
3.
Mirella’s choice, since she didn’t have receipts to return her purchases. Lydia
suspected that Mirella had “lost” the receipts for just that reason: to make
Sentence
sure that her theme was the one chosen. Now they would all have to suffer
through Mirella’s vision of butterflies, rainbows, and fairies. Lydia preferred the
“City Lights” theme that Mark had suggested. This dance was going to be a
nightmare!
h
m
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
Materials:
• Quick-Check Assessment
n
suppicious
suscinct
subsidize
suppect sussidize
subsidize suspect
sussidize
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
expensive. She could barely suppress her disappointment with the group’s
Reading Passage (BLM 9)
e
succinct
suspicious suppicious
succinct
subpress
Date ____________________________________
Spelling Dictation
1.
student council would be so stressful? Tonight’s subcommittee meeting to
1.
bad enough, she had lost the receipts to submit to the committee. Plus,
Name ___________________________________
Review Words
had expected a lot more support for her idea to hire a band rather than
suspicious
excitement.
Spelling Dictation
been purchasing supplies without the group’s approval and, as if that wasn’t
Date ____________________________________
The Dance Plan
Lydia slouched against the wall of the hallway, subdued after a long
plan the upcoming school dance had been a disaster, to put it mildly. Lydia
suspense
• Use knowledge of sub-, suf-, sup-, suc-, and sus- spelling
patterns to spell words correctly
B
Name ___________________________________
because food because
is missing.
food is missing. suppect
susburban
Review Words
decision.
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Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
On the day
3. ofOn
thethe
concert,
day ofCharlie
the concert,
could not
Charlie
__________________
could not __________________
his feelings of his feelings of
suffocate
on which theme to choose. Now it looked like they would be stuck with
®
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Word Study & VocabularyWord
4: Unit
Study
7: Prefix
& Vocabulary
assimilation
4: Unit
sub7: Prefix assimilation sub-
butter sandwich
butter
and sandwich
a container
and
of ayogurt.
container of yogurt.
My neighborhood
9. My neighborhood
is __________________
is __________________
, with quiet streets
, withand
quiet
large
streets
yards.
and large yards.
Name ___________________________________
had expected a lot more support for her idea to hire a band rather than
5
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LLCEducation Company, LLC
I __________________
2. I __________________
that our dog has
thatbeen
our dog
jumping
has been
up onjumping
the kitchen
up on
counter
the kitchen counter
subplant
Classroom Activity (BLM 7)
plan the upcoming school dance had been a disaster, to put it mildly. Lydia
5
5
3.
stamps.
9.
Word Study & VocabularyWord
4: Unit
Study
7: Prefix
& Vocabulary
assimilation
4: Unit
sub7: Prefix assimilation sub-
student council would be so stressful? Tonight’s subcommittee meeting to
Students will:
5
2.
6.
suptraction
8.
supversive
that she had proposed, even though the committee hadn’t yet voted
Day 5
suptraction
succulture
Mr. Lee decided
7. Mr.toLee
__________________
decided to __________________
his property and
his build
property
another
and build
houseanother
on
house on
suspension
evening of discussion with her classmates. Who knew that volunteering for
check to make sure underlines
are marked to overprint
(Window: Attributes)
succulture
subculture
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Lydia slouched against the wall of the hallway, subdued after a long
sus-
sup-
7
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
sus-
The first question
6. The on
firstthe
question
math quiz
on the
wasmath
a simple
quiz __________________
was a simple __________________
problem.
problem.
susdivide
Date ____________________________________
suc-
sup-
Rachel only
1. had
Rachel
five minutes,
only had so
fiveshe
minutes,
asked her
so she
friend
asked
for aher
__________________
friend for a __________________
excitement.
4.
subtraction
subculture
suffrage
subdue
supplant supplant
1.
review of the movie.
review of the movie.
the new lot. the new lot.
The Dance Plan
suc-
Parent Directions:
Parent
Have
Directions:
your child Have
read the
yoursentences
child readand
thechoose
sentences
the and
wordchoose
that is the
spelled
wordcorrectly
that is spelled correctly
AND makes sense
AND
in makes
the sentence.
sense in
Have
the your
sentence.
child Have
write the
yourword
childinwrite
the blank.
the word in the blank.
side dish.
subtraction
Name ___________________________________
suf-
Unit
1.
7.
suf-
sustain
sustain
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Directions: Read
Directions:
the sentences
Readand
thechoose
sentences
the and
wordchoose
that is the
spelled
wordcorrectly
that is spelled
AND makes
correctly
sense
AND
in makes
the
sense in the
sentence. Write the
sentence.
word inWrite
the blank.
the word in the blank.
• Identify words with the spelling patterns sub-, suf-, sup-,
suc-, and sus- in a passage and other texts
• Create lists of sub- words organized by their spelling
patterns
• Use knowledge of sub-, suf-, sup-, suc-, and sus- spelling
patterns to spell words correctly
sub-
ChooseChoose
the Word
the Word
substitute
succumb
__________________.
__________________.
Students will:
sub-
5
Word Cards (BLM 5)
ChooseChoose
the Word
the Word
6.
suffice
successful successful
5
5
Word Study & VocabularyWord
4: Unit
Study
7: Prefix
& Vocabulary
assimilation
4: Unit
sub7: Prefix assimilation sub-
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
side dish.
5
5
5
Directions: Read
Directions:
each sentence.
Read Choose
each sentence.
the wordChoose
from the
theword
wordbank
fromthat
the best
wordcompletes
bank that each
best completes each
sentence and write
sentence
it in the
and
blank.
write it in the blank.
suspicion
submissive submissive
succumb
succinct subdue
suppress
suppress
5
5
©2010 Benchmark Education Company, LLC
suspicion
supplies
supply
subcommittee
subcommittee
suspense suspense
suffrage
5
Word Cards (BLM
Word
5) Cards (BLM 5)
Word BankWord Bank
supplies
supply
suburban suburban
succinct
suspense
suspense
succinct
succinct
4
Word Cards (BLM 4)
Materials:
• BLM 2: Category Cards
• BLMs 4–5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
Day 4
4
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
©2010 Benchmark Education Company, LLC
sustain
subversive subversive
suffice
successive
successive suspicious
suspicious
Word Cards (BLM 4)
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
• Sort words by part of speech
• Sort words by spelling patterns
sustain
5
5
5
5
sustenance
4
5
5
suspender
succor
3
5
subversive
subversive
4
succession
SpellingSpelling
PatternPattern
Sort Sort
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your word
child read
in theeach
wordword
bankinand
the then
wordwrite
bankitand
in the
then
correct
write it in the correct
category according
category
to the according
spelling oftothe
theprefix:
spelling
sub-,
of the
suf-,
prefix:
sup-,
sub-,
suc-,suf-,
or sus.
sup-, suc-, or sus.
Word BankWord Bank
5
supplant
supplant
suburban
suburban
4
suspect
4
5
5
5
suppression
substructure
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
subsidize
subsidize supplement
supplement
4
subterranean
5
5
supportive
4
5
subdue
subdue
4
substandard
5
5
supplementary
4
suspicion
3
5
subconscious
subconscious suffrage
suffrage
4
subservient
3
succumb
4
suffuse
4
3
subcommittee
subcommittee suffice
suffice
suffer
4
subsequent
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
a
r
k
E
d
u
c
a
t
i
o
n
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
C
o
m
p
a
n
y
6/7/10 5:27:07 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
To help ELs understand the meanings of
the example words, use pictures or ask
students to act out the meanings wherever
possible. For example, the words support
and suppress could be pantomimed.
Many of the spelling words have Spanish
cognates, including subconsciente/
subconscious; el sufragio/suffrage;
sucinto(a)/succinct. Note that a double
letter pattern created by the addition
of a prefix is uncommon in Spanish, so
students may have extra difficulty spelling
words with the prefixes suf-, sup-, and
suc-.
Review Prefix Assimilation comFocus Words: commitment, collapse, correlate, coexist, confer
Ask students to recall what the prefix com- means. (“with, together”) Have a
volunteer state all the different ways com- can be spelled (com-, col-, cor-, co-,
con-) and write them on the chalkboard.
Write the word commitment on the chalkboard in the com- column. Ask students
why the prefix does not change spelling in this case. (The root starts with the letter
m.) Remind students that roots and base words starting with b and p also take the
com- spelling.
Repeat this process with the remaining review words, writing them on the chalkboard
and discussing the rules governing the spelling changes.
Introduce Prefix Assimilation sub-
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, write the word
substitute on the chalkboard. Show how
you use syllable patterns to divide the
word: sub/sti/tute. Point out the short
vowel in the closed syllable and the long
u in the VCe syllable. Tell students that if a
long sound doesn’t sound right in an open
syllable, they should try a short or schwa
sound.
Read each syllable and then blend
the syllables together: sub/sti/tute:
substitute. Continue to support students
who need help with blending throughout
the week, using the example words used in
the lesson.
Model
Write the word subterranean on the chalkboard. Use the word in an oral sentence.
Say: The subterranean cave was dark. The adjective subterranean means
“underground.” The prefix sub- means “under” or “below.” The root terr means
“earth.”
Write the words suffix, support, succumb, and suspect on the chalkboard. Say:
Sometimes the prefix sub- changes spelling. The prefixes suf-, sup-, suc-, and susare all forms of sub-, and mean “under” or “below.”
Explain the meaning of each word by using the meaning of the prefix and root.
Tell students that words with the prefix sub- can be any part of speech. Identify the
parts of speech of the words on the chalkboard. (They include an adjective, a noun,
a verb, and words that can be both nouns and verbs.)
Guide
Show students the anchor poster and tell them to use it as a reference.
Have students practice defining and using words that begin with the prefix suband its variations. Write the words suburban, suppress, and suspension on the
chalkboard. Guide students to define each word by removing the prefix, considering
the meaning of the base word, and then thinking about how the meaning of the
prefix affects the overall meaning of the word. Have students use the words in oral
sentences.
©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: 978-1-4509-0378-3
2 Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
Kit 4_Unit 7_TG.indd 2
©2010 Benchmark Education Company, LLC
6/7/10 5:27:08 PM
Apply
Assessment Tip
Ask students to work with a partner, choose four sub- words from the chalkboard,
and write sentences using the words in their word study notebooks.
Notice which students have difficulty
seeing the pattern in spelling changes
with the suffixes suf-, sup-, and suc-. You
may want to work with these students to
review prefix assimilation and show them
how these spelling patterns are similar to
patterns they have already learned with
the prefixes in- and com-.
Spelling Words with Changes in Prefix subUnit Spelling Words: subconscious, suffice, suppress, supplement, successive,
succinct, sustain, suspense
Write the prefix spellings sub-, suf-, sup-, suc-, and sus- in a row on the chalkboard,
along with the unit spelling words arranged in random order on another part of
the chalkboard. Ask students to help you sort the words by the prefix spelling.
Write the words in the correct categories. Say: As we already know, the prefix
sub- sometimes changes spelling. Look at the words in the suf-, sup-, suc-, and
sus- columns. What do you think the pattern of the spelling changes is?
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.
Students will probably point out that in the suf-, sup-, and suc- words, the third
letter of the prefix matches the first letter of the base word or word root. Say: The
prefix sub- reliably changes to suf-, sup-, and suc- before a root that begins with
f, p, or c.
Students may also notice that in the sus- words, the roots begin with consonants.
Say: The consonants that take sus- are called “bilabial consonants.” These are
sounds that you use both lips to make, such as p and t. But this is not a hard and
fast rule, as a few roots beginning with t take the sub- spelling.
Point out that the prefix retains the spelling sub- with roots and base words that
start with a variety of different letters.
Read the spelling words with students and ask volunteers to use each word in
an oral sentence. Have students write the spelling words in their word study
notebooks, circling the prefix in each word.
©2010 Benchmark Education Company, LLC Kit 4_Unit 7_TG.indd 3
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub- 3
6/7/10 5:27:09 PM
Day Two
Providing Support
If students need an additional challenge,
have them perform the pattern sort
“blind,” listening to the words without
seeing them, and telling you where to
place them.
Pattern Sort
Teacher Model
sub-
suf-
sup-
subversive
suffice
supplement
suc
sus
successive
suspicious
Review Prefix Assimilation subAsk students what the prefix sub- means. (“under, below”) Ask a volunteer to tell the
other four ways that sub- can be spelled. (suf-, sup-, suc-, sus-)
Remind students that the prefix sub- changes to suf-, sup-, and suc- before a root
that begins with f, p, or c, and that the spelling sus- is mostly, but not always, used
before a root that begins with p or t.
Write the roots sidize, fer, plant, cinct, and pect on the chalkboard. Ask students
which spelling of sub- is most likely to go with each and to explain the reasoning
behind their choices.
Pattern Sort
Teacher Word Cards: subversive, suffice, supplement, successive, suspicious
Teacher Category Cards: sub-, suf-, sup-, suc-, sus-
Student Sort
sub-
suf-
sup-
submissive
substitute
subtraction
subjugate
subculture
subdivide
suffix
suffocate
support
supplicant
supplies
suc-
sus-
succumb
success
susceptible
suspension
suspicion
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.
Place the category cards in a row in a pocket chart.
Model sorting by the spelling of the prefix. Hold up the word card subversive.
Think aloud: The root in the word subversive starts with the letter v, so the prefix
does not change spelling. It remains sub-. So I’ll place subversive in the chart under
sub-.
Place the word card in the pocket chart.
Ask students to help you place the remaining cards. When volunteers tell you which
category to place the word in, ask them to identify the word’s root and explain why
the prefix is spelled the way it is.
Give pairs of students the category cards sub-, suf-, sup-, suc-, and sus- and the
word cards from BLM 3 and have them sort the words by prefix spelling.
Spelling. Have students make a five-column chart in their word study notebooks. Ask
them to write each of their spelling words in the correct column.
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.
4 Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
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Day Three
Part of Speech Sort
Part of Speech Sort
Remind students that words with the prefix sub- (and its spelling variations) can
be different parts of speech.
Say: In this sort, you will divide the words into nouns, verbs, adjectives, and words
that can be both nouns and verbs.
Remind students that nouns are people, places, or things, verbs are action words,
and adjectives are words that describe. Give students an example of a word that
can be both a noun and a verb, such as supply.
Give each student the category cards Noun, Verb, Adjective, and Noun/Verb,
and the word cards from BLM 4 and have them sort the words.
If students need support, use the word in a meaningful oral or written sentence to
help them understand its part of speech. You may also choose to have them use
dictionaries for reference.
Pattern Speed Sort
Give students the category cards sub-, suf-, sup-, suc-, and sus-, the word cards
from BLM 5, and stopwatches. Have them sort the words by prefix spelling as
quickly as they can. After they have sorted the words, have them try again to see if
they can beat their time.
Adjective
substructure
succession
suppression
succor
suspender
sustenance
subsequent
subservient
substandard
subterranean
supplementary
supportive
Verb
Noun/Verb
suffer
suffuse
subordinate
suspect
Pattern Speed Sort
sub-
sup-
subcommittee
subconscious
subdue
suburban
subversive
subsidize
supplement
suppress
supplant
suc-
sus-
suf-
successive
succinct
suspense
suspicious
sustain
suffice
suffrage
Assessment Tip
Review students’ completed BLM 7s to
assess their understanding of the spelling
and meaning of words with the prefix sub-.
If necessary, provide extra practice using
words in oral sentences.
Applying Meaning. Give students BLM 7 and have them correctly complete
the cloze by choosing the word with the correct spelling and meaning for each
sentence.
Oddballs
Providing Support
Ask a volunteer what kind of word roots take the prefix spelling suc-. (Those that
start with the letter c.) Write the word susceptible on the chalkboard and circle the
root cept. Explain that this word is an exception to the rule, and that it takes the
prefix sus- even though it begins with a c.
Write the words subconscious, subcommittee, and subculture on the chalkboard.
Point out that these words have roots beginning with c, but they take the subspelling. Note for students that the roots all begin with a /k/ sound.
Noun
Have ELs and struggling readers work with
a partner to read and complete BLM 7.
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
Some ELs and struggling readers may
have difficulty reading the passage. Have
these students read with an on-level
reader. Alternatively, you could read the
passage to them while they follow along or
echo-read with you. Ask students to look
and listen for examples of words with the
prefixes sub-, suf-, sup-, suc-, and sus-.
Name ___________________________________
Date ____________________________________
The Dance Plan
Give students a copy of the passage on BLM 9. Tell them that they are going on
a word hunt, looking for examples of words with the prefix sub- and its spelling
variations, suf-, sup-, suc-, and sus-.
Read a few lines of the passage with students and model finding and circling words
that begin with sub-, suf-, sup-, suc-, and sus-. Then ask students to complete the
word hunt on their own.
After students have completed the word hunt, ask volunteers to share the words they
Spelling Dictation
found.
Name ___________________________________
Lydia slouched against the wall of the hallway, subdued after a long
student council would be so stressful? Tonight’s subcommittee meeting to
Ask students
to add the words they find to the chart in their word study notebooks
1.
that they
2. made on Day Two.
plan the upcoming school dance had been a disaster, to put it mildly. Lydia
had expected a lot more support for her idea to hire a band rather than
a deejay, but Roger had nixed that idea by claiming a band would be too
expensive. She could barely suppress her disappointment with the group’s
decision.
3.
Then ask student pairs to look through other texts, looking for words with the prefix
and adding
these to their lists.
New Words
That wasn’t all that had gone wrong at the meeting, either. Mirella had
1.
been purchasing supplies without the group’s approval and, as if that wasn’t
2.
bad enough, she had lost the receipts to submit to the committee. Plus,
Mirella had bought a number of decorations to fit the “Fairyland” theme
that she had proposed, even though the committee hadn’t yet voted
on which theme to choose. Now it looked like they would be stuck with
Mirella’s choice, since she didn’t have receipts to return her purchases. Lydia
suspected that Mirella had “lost” the receipts for just that reason: to make
sure that her theme was the one chosen. Now they would all have to suffer
through Mirella’s vision of butterflies, rainbows, and fairies. Lydia preferred the
“City Lights” theme that Mark had suggested. This dance was going to be a
nightmare!
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
Date ____________________________________
Review Words
evening of discussion with her classmates. Who knew that volunteering for
e sure underlines
overprint
ributes)
Word Hunt
Spelling Dictation
3.
Sentence Spelling Dictation (BLM 10). Dictate the following words from last
Give students
week’s spelling words to students, one at a time, and have students write them on
their BLMs: combination, collide, correspond.
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: subconscious, suffice, suspense.
Spelling Dictation (BLM 10)
©2010 Benchmark Education Company, LLC
Home/School Connection
Have students take the reading passage on
BLM 9 home to read to a family member
and point out the words with the prefix
spellings sub-, suf-, sup-, suc-, and sus-.
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.
Dictate the following sentence and have students write it on their papers:
To sustain her progress in class, Chandra wrote a succinct essay as a
supplement to her project.
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
©2010 Benchmark Education Company, LLC
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 4: Unit 7: Prefix assimilation sub-
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Day Five
Name ___________________________________
Spelling Assessment
Date _______________________________________
Unit 7 Quick-Check: Prefix Assimilation subAnswer Questions
Use the following procedure to assess students’ spelling of the unit spelling words:
Directions: Choose the word for each question that does not have the correct spelling of the prefix sub-.
Next to each incorrect word, write the correct spelling.
1.
•Say a spelling word and use it in a sentence.
•Have students write the word on their papers.
2.
•Continue with the remaining words on the list.
•When students have finished, collect their papers and analyze their spelling of
the words.
a. sustain
____________
a. suscinct
succinct
____________
b. sufice
suffice
____________
b. suffocate
____________
c. substitute
____________
c. subordinate
____________
d. supply
____________
d. suspicion
____________
a. successive
____________
a. succumb
____________
b. suffix
____________
b. sufdue
subdue
____________
c. supportive
____________
c. suppress
____________
d. subspense
suspense
____________
d. suspender
____________
3.
4.
Apply
Directions: In the space below, list three to five words you know that contain one of the prefixes sub-,
suf-, sup-, suc-, or sus-.
____________
____________
____________
sub-
suf-
substitute
subcommittee
subjugate
submissive
suffix
sufferable
Quick-Check Assessment
sup-
suc-
sus-
supplant
succession
suspicion
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
©2010 Benchmark Education Company, LLC
Answer Key Unit 7 Quick-Check
Answer Key BLM 6
Scrambled Words. Have students write eight to ten scrambled words from the
word cards on a sheet of paper. Students exchange papers with another student
and try to unscramble the words. Students can use a stopwatch to time each other
and see who can unscramble the words the fastest.
sub-
suf-
sup-
subversive
subcommittee
suburban
subdue
suffice
suffrage
supply
supplant
suc-
sus-
successful
succinct
sustain
suspense
Silly Stories. Have students write a one- or two-paragraph story, leaving blanks in
place of five or six words, indicating under the blanks whether the missing word
is a noun, verb, or adjective. Then have students sort a set of word cards by part
of speech. After they exchange stories with a partner, students can draw words
from the word card piles and write the randomly selected words in the blanks in
the story. (For example, students pick a noun word card for the noun blank.) Ask
a volunteer to read the story aloud. For each sentence with a new word, have
students explain why the word does or does not make sense in the sentence.
Answer Key BLM 7
Prefix Concentration. Give pairs of students a set of word cards with even
numbers of words for each spelling of the sub- prefix (for example, ten words
starting with sub-, six words starting with suf-, etc.). The players lay all the cards
facedown on the table and take turns turning over pairs of cards and looking for
pairs that match.
Answer Key BLM 8
Kit 4_Unit 7_TG.indd 7
Word Bank
substitute, succession,
suspicion, subcommittee,
supplant, suffix, subjugate,
sufferable, submissive
Directions: In the space below, explain how understanding prefix assimilation for the prefix sub- helps you
as a reader, speller, and writer.
Suggestions for Independent Practice
©2010 Benchmark Education Company, LLC ____________
Think and Write about Prefix Assimilation sub-
Assess students’ mastery of prefix assimilation sub- using the Quick-Check for
Unit 7.
Spelling Bee. Have students hold a spelling bee with a set of word cards. First,
students should categorize the words as easy, medium, or difficult. One student
will pronounce the words while the other students take turns spelling. Have
students start with the easy words and progress through the medium and difficult
words. The student who spells the most words correctly wins.
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
•Use the assessment to plan small-group or individual practice.
1. submissive
2. substitute
3. supplies
4. succumb
5. suspicion
1. succinct
2. suspect
3. suppress
4. subdue
5. subcommittee
6. subtraction
7. subdivide
8. suspense
9. suburban
6. subsidize
7. supplement
8. successive
9. susceptible
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub- 7
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Name ____________________________________
Date ________________________________________
Unit 7 Quick-Check: Prefix Assimilation subAnswer Questions
Directions: Choose the word for each question that does not have the correct spelling of the prefix sub-.
Next to each incorrect word, write the correct spelling.
1. a. sustain
____________
3. a. suscinct
____________
b. sufice
____________
b. suffocate
____________
c. substitute
____________
c. subordinate
____________
d. supply
____________
d. suspicion
____________
2. a. successive
____________
4. a. succumb
____________
b. suffix
____________
b. sufdue ____________
c. supportive
____________
c. suppress
____________
d. subspense
____________
d. suspender
____________
Apply
Directions: In the space below, list three to five words you know that contain one of the prefixes sub-,
suf-, sup-, suc-, or sus-.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
sub-
suf-
sup-
suc-
Word Bank
substitute, succession,
suspicion, subcommittee,
supplant, suffix, subjugate,
sufferable, submissive
sus-
Think and Write about Prefix Assimilation subDirections: In the space below, explain how understanding prefix assimilation for the prefix sub- helps you
as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 7: Prefix assimilation sub-
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