3
WordStudySpiral
Unit
Vocabulary
Verb Suffixes -en, -ize, -ify
13
Lesson Objectives
Day 1
Students will:
• Understand the function and meaning of suffixes and base
words
• Understand how suffixes -en, -ize, and -ify change a base
word’s part of speech
• Read and write words with suffixes -en, -ize, and -ify
-en
Verb Suffixes
Verb Suffixes
-en, -ize,
-en,-ify
-ize, -ify
Base Word/
Base Word/
Suffix
Part of Speech
Part of Speech
Suffix
-ify
New Word/
New Word/
Part of Speech
Part of Speech
straight (noun)
straight (noun)
-en
-en
straighten
(verb)
straighten
(verb)
shake (verb)
shake (verb)
-en
length (noun)
length (noun)
shaken (adjective
shaken (adjective
or noun) or noun)
-en
(verb)
lengthen lengthen
(verb)
idol (noun) -ize
idol (noun)
-ize (verb)
idolize (verb)
idolize
beauty (noun)-ify
beauty (noun)
-ify
beautify (verb)
beautify
(verb)
-ify
Adjective
Adjective
Verb
Verb
No Change
No Change
y-Drop y-Drop
false – e false
+ ify =
– e
falsify
+ ify = falsify
Three Syllables
Three Syllables
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
glorify
3
acidify
3
3
beautify
mistaken
3
proven
3
visualize
• Sort words by spelling changes to base wordsfrozen
• Use knowledge of sound and spelling patterns of -en, -ize,
and -ify
3
3
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
5
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
1.
____________________________________________________________________
1. ____________________________________________________________________
2.
____________________________________________________________________
2. ____________________________________________________________________
3.
5
____________________________________________________________________
3. ____________________________________________________________________
5
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Word Study & VocabularyWord
3: Unit
Study
13:&Verb
Vocabulary
suffixes 3:
-en,
Unit
-ize,
13:-ify
Verb suffixes -en, -ize, -ify
Name ___________________________________
broken
categorize categorize
darken
darken
harmonize harmonize
simplify
summarizesummarize
sweeten
sweeten
terrify
purify
terrify
clarify
falsify
falsify
dramatize dramatize
hospitalizehospitalize
lengthen lengthen
lessen
purifyclarify
lessen
popularize popularize
The ice they
1. put
TheoniceRok’s
theyknee
put on
began
Rok’stoknee
__________________
began to __________________
the swelling. the swelling.
2.
We had to2.__________________
We had to __________________
my grandfather
myafter
grandfather
he fell out
after
of the
he fell
treeout of the tree
to troubleshoot your car.
them. If it still doesn’t turn on after you have changed the battery’s position,
3.
The dog’s3.barking
The was
dog’sannoying,
barking was
but annoying,
it did not __________________
but it did not __________________
me.
me.
The criminal
3. was
Thegoing
criminal
to __________________
was going to __________________
some paperwork
some
to get
paperwork
fake to get fake
I will __________________
4. I will __________________
my life by getting
my life
rid of
byall
getting
of theridtoys
of all
andofgames
the toys
I no
and games I no
longer play with.
longer play with.
5.
If they are in correctly, but still do not work, then replace them.
4.
The Cools’4.latest
Thehit
Cools’
album
latest
began
hit to
album
__________________
began to __________________
a new style ofamusic.
new style of music.
5.
Mr. Simon5.wanted
Mr. Simon
to __________________
wanted to __________________
his answer so his
he answer
wrote it so
onhe
thewrote it on the
Mr. Lopez5.used
Mr.a Lopez
little honey
used to
a little
__________________
honey to __________________
his tea.
his tea.
car and changing the position of your antenna to intensify the car’s ability to
sense the remote.
Students will:
Scientists 6.
__________________
Scientists __________________
living things into
living
different
things families
into different
and classes.
families and classes.
The sisters7. have
Thewonderful
sisters have
voices
wonderful
that __________________
voices that __________________
beautifully when
beautifully
they when they
8.
• Identify words with suffixes -en, -ize, - and -ify
• Write and spell words with -en, -ize, and -ify
6.
The principal
6. had
The to
principal
decide had
whether
to decide
to __________________
whether to __________________
the school days
the school days
7.
You should
7. always
You should
__________________
always __________________
water you gather
water
from
youa gather
mountain
fromstream
a mountain stream
able to amplify the communication between the remote and the car. Your
remote sends special waves to the car to make it drive, and another piece of
The window
8. was
The__________________
window was __________________
while the kids while
playedthe
baseball
kids played
nearby.
baseball nearby.
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Classroom Activity (BLM 7)
Date ____________________________________
Name ___________________________________
Date ____________________________________
to troubleshoot your car.
First Try
3.
1. Is your car turned on? If not, switch it on. If it will not turn on, verify that the
battery is put in correctly. If the ends of the battery are not lined up, straighten
New Words
them. If it still doesn’t turn on after you have changed the battery’s position,
replace the battery.
1.
2. If you car turns on, but it will not drive, also check the batteries in your remote.
2.
If they are in correctly, but still do not work, then replace them.
car and changing the position of your antenna to intensify the car’s ability to
sense the remote.
Sentence
4. If the car still does not move, try taking it to another area where you may be
able to amplify the communication between the remote and the car. Your
remote sends special waves to the car to make it drive, and another piece of
electronic equipment nearby may weaken the waves.
5. Finally, if nothing has worked, you should use a computer to search the Web for
your car model. Other people may have posted solutions to the problem.
6. If the car still does not work, try returning it to the store where you purchased
Spelling Dictation (BLM 10)
Kit 3_Unit 13_TG.indd 1
h
m
a
r
k
E
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
©2010 Benchmark Education Company, LLC
d
u
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.
Reading Passage (BLM 9)
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
c
Correct Spelling
1.
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
3.
3. Make sure you are within range of your car’s remote. Try getting closer to the
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
n
Second Try
(if needed)
2.
Use these steps to categorize the problem and clarify whether the issue is with
the vehicle or with the remote control.
©2010 Benchmark Education Company, LLC
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Dictionaries (Day 2)
Date ____________________________________
Spelling Peer Check
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write
your spelling words.
1.
they don’t work. If your car stops working, follow the steps that are summarized below
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
Name ___________________________________
may repair or replace it.
e
it. You can also check the Web site of the company that makes the car, as they
Reading Passage (BLM 9)
Word Study & VocabularyWord
3: Unit
Study
13:&Verb
Vocabulary
suffixes 3:
-en,
Unit
-ize,
13:-ify
Verb suffixes -en, -ize, -ify
Spelling Dictation
Review Words
Reading Passage (BLM 9)
B
6. If the car still does not work, try returning it to the store where you purchased
to fame.
may repair or replace it.
Word Study & VocabularyWord
3: Unit
Study
13:&Verb
Vocabulary
suffixes 3:
-en,
Unit
-ize,
13:-ify
Verb suffixes -en, -ize, -ify
it. You can also check the Web site of the company that makes the car, as they
®
your car model. Other people may have posted solutions to the problem.
The movie8.was
The
going
movie
to __________________
was going to __________________
the true story the
of the
true
hero’s
story rise
of the hero’s rise
to fame.
Remote-Control Cars:
A Guide to Troubleshooting
Materials:
• Quick-Check Assessment
8.
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
It’s a lot of fun to operate remote-control cars and trucks; it’s a lot less fun when
• Spell words using -en, -ize, and -ify
electronic equipment nearby may weaken the waves.
5. Finally, if nothing has worked, you should use a computer to search the Web for
because it could
because
be polluted.
it could be polluted.
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Name ___________________________________
Students will:
Sentence
4. If the car still does not move, try taking it to another area where you may be
7.
2.
3.
3. Make sure you are within range of your car’s remote. Try getting closer to the
chalkboard forchalkboard
all to see. for all to see.
6.
New Words
1.
2. If you car turns on, but it will not drive, also check the batteries in your remote.
by fifteen to twenty
by fifteen
minutes
to twenty
or to minutes
have fewer
or to
vacation
have fewer
days.vacation days.
Day 5
3.
battery is put in correctly. If the ends of the battery are not lined up, straighten
he was trying to
he trim.
was trying to trim.
sing together. sing together.
check to make sure underlines
are marked to overprint
(Window: Attributes)
2.
Use these steps to categorize the problem and clarify whether the issue is with
the vehicle or with the remote control.
identification. identification.
4.
1.
1. Is your car turned on? If not, switch it on. If it will not turn on, verify that the
The sky began
2. The
to __________________
sky began to __________________
, and then it started
, and then
to rain.
it started to rain.
replace the battery.
3.
Date ____________________________________
Spelling Dictation
Review Words
they don’t work. If your car stops working, follow the steps that are summarized below
1.
Name ___________________________________
It’s a lot of fun to operate remote-control cars and trucks; it’s a lot less fun when
Word BankWord Bank
night before. night before.
Date ____________________________________
Remote-Control Cars:
A Guide to Troubleshooting
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your sentence
child readand
each
choose
sentence
the and
correct
choose
wordthe
from
correct
the word from the
word bank.
word bank.
In class, Ms.
1. Wang
In class,
asked
Ms.usWang
to __________________
asked us to __________________
the chapter we’d
the read
chapter
the we’d read the
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
ChooseChoose
the Word
the Word
simplify
-ify
Parent Directions:
Parent
Have
Directions:
your child Have
choose
your
onechild
word
choose
from each
one word
column
from
above
eachand
column
use itabove
in a and use it in a
sentence.
sentence.
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
ChooseChoose
the Word
the Word
broken
-ify
5
Word Cards (BLM 5)
Word BankWord Bank
2.
5
Word Study & VocabularyWord
3: Unit
Study
13:&Verb
Vocabulary
suffixes 3:
-en,
Unit
-ize,
13:-ify
Verb suffixes -en, -ize, -ify
Directions: Read
Directions:
each sentence
Readand
each
choose
sentence
the and
correct
choose
wordthe
from
correct
the word
wordbank.
from the word bank.
1.
5
Word Cards (BLM
Word
5) Cards (BLM 5)
©2010 Benchmark Education Company, LLC
Word Cards (BLM 4)
Materials:
• BLMs 4–5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Category Cards—e-Drop, No Change, Oddball,
y-Drop
• Teacher Word Cards—falsify, darken
energize
forbidden forbidden
horrify
idolize
idolize
proven
visualize visualize
-ize
5
terrify
terrify
5
5
Word Cards (BLM 4)
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
©2010 Benchmark Education Company, LLC
diversify
energize
glorify
horrify
notify
proven
-ize
5
5
harmonize
harmonize texturize
texturize
thicken
4
Word Cards (BLM 3)
-en
5
5
5
falsify
falsify
4
golden
-en
5
5
5
5
symbolize
4
SortingSorting
with Suffixes
with Suffixes
-en, -ize,
-en,
-ify-ize, -ify
Word BankWord Bank
apologize apologize
beautify beautify
diversify
frighten frighten
frozen
frozen
glorify
memorize memorize
mistaken mistaken
notify
simplify
simplify
5
5
4
generalize
3
©2010 Benchmark Education Company, LLC
exemplify
exemplify sweeten
sweeten
strengthen
4
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your word
child read
and place
each itword
in the
and
correct
place column
it in the of
correct
the chart.
column of the chart.
5
5
4
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
dramatize
dramatize summarize
summarize
4
electrify
3
5
straighten
4
notify
5
thicken
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
5
deepen
deepen
4
dampen
3
forbidden
5
5
purify
4
5
darken
darken popularize
popularize
4
classify
3
lessen
lessen
5
5
lengthen
4
memorize
3
5
4
clarify
3
broken
broken
4
golden
3
Word Cards (BLM 3)
categorize
categorize paralyze
paralyze
identify
4
idolize
3
Category Cards (BLM 2)
4
civilize
3
frighten
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
visualize
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
symbolize
4
Word Cards (BLM 3)
Word Study & VocabularyWord
3: Unit
Study
13:&Verb
Vocabulary
suffixes 3:
-en,
Unit
-ize,
13:-ify
Verb suffixes -en, -ize, -ify
hospitalize
4
horrify
3
Students will:
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Anchor Chart (BLM 1)
analyze
energize
Category Cards (BLM
Category
2) Cards (BLM 2)
Word Study & VocabularyWord
3: Unit
Study
13:&Verb
Vocabulary
suffixes 3:
-en,
Unit
-ize,
13:-ify
Verb suffixes -en, -ize, -ify
4
generalize
3
frozen
strengthen
4
proven
3
apologize
diversify
Four orFour
Moreor More
Syllables
Syllables
4
electrify
3
3
straighten
4
notify
frighten
4
dampen
3
3
purify
4
mistaken
forbidden
Two Syllables
Two Syllables
4
classify
3
3
lengthen
4
memorize
energize
OddballOddball
4
clarify
3
3
4
identify
4
idolize
diversify
hospitalize
4
civilize
3
3
e-Drop e-Drop
acidify
3
3
mistake –mistake
e + en –
= emistaken
+ en = mistaken
Materials:
• Anchor Poster
• BLM: 2: Category Cards
• BLMs 3–4: Word Cards
• BLM 6: Take-Home Activity
• Teacher Category Cards—Adjective, Verb
• Teacher Word Cards—energize, frozen
glorify
horrify
beautify
apology –apology
y + ize –
= yapologize
+ ize = apologize
• Sort words by part of speech
• Sort words by suffix
• Sort words by number of syllables
• Use and define words with suffixes -en, -ize, and -ify
Day 4
analyze
apologize
fright + en
fright
= frighten
+ en = frighten
Students will:
Day 3
-ize or -yze
-ize or -yze
3
Adding Adding
SuffixesSuffixes
Day 2
-en
The suffixes
The -en,
suffixes
-ize, and
-en, -ify
-ize,usually
and -ifysignal
usually
verbs.
signal verbs.
c
a
t
i
o
n
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
C
o
m
p
a
n
y
6/11/10 5:45:52 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Have fluent English speakers work with
English Learners to practice saying this
week’s words. Partners can work together
to draw pictures on flash cards to help
define each word. On the other side, they
can write the word and its pronunciation.
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, point to the word
forbidden on the chalkboard. Show how
you divide the word into three syllables:
between the two consonants r and b
and then between the two ds. Explain
that you now have three syllables, which
makes it easier to sound out each part of
the word. The vowel in the first syllable
is an r-controlled o, in for; the second
syllable is closed, which means its vowel
i, in bid, is short; and in the third syllable
the vowel e, in den, has the schwa sound.
Read each syllable and then blend the
syllables together for/bid/den: forbidden.
Continue to support students who need
help with blending throughout the week,
using the example words used in the
lesson.
Review Adjective Suffixes -ful, -ous, -ious
Focus Words: peaceful, humorous, fictitious
Review suffixes -ful, -­ous, and -ious with students. Write the focus words on the
chalkboard. Have volunteers sort each word by suffix. Write the correct suffix over
each word on the chalkboard. After students have sorted the words, have them
define each word and use it in a sentence.
Introduce Verb Suffixes -en, -ize, -ify
Model
Introduce suffixes -en, -ize, and -ify. Write frighten, idolize, and classify on the
chalkboard as you say them aloud. Then underline the suffix in each word.
Ask students to define each word and use it in a sentence. Say: As we review
each word, determine its base word. Then think about the base word’s meaning
compared to the meaning of the new, derived word.
Next, explain that these endings typically have the meaning “to be or cause [base
word].” They usually change base words into verbs, but the suffix -en can also take a
verb and turn into an adjective, such as in frozen.
Tell students that to test whether a word is an adjective or verb, they can use
sentences such as, The story was [adjective], or Today is a good day to [verb].
Point to the word frighten. Say: Frighten means “scare someone or cause fright.”
Spiders frighten me. Frighten is a verb derived from the noun fright.
Repeat this exercise, defining and naming the parts of speech of idolize and classify.
Guide
Write the words mistaken and sweeten on the chalkboard. Ask a student to read
each word aloud and then define it. Ask: How does the suffix -en change the base
word mistake? Make sure students understand that in this case, a noun is changed
to an adjective. Students may need help seeing that the word sweeten is an adjective
that changes to a verb when the -en suffix is added to the base word.
Repeat this activity with the words energize and beautify. In these examples, the
noun base words (energy and beauty) are changed to verbs when the suffixes are
added.
©2010 Benchmark Education Company, LLC. All rights reserved.
Teachers may photocopy the reproducible pages for classroom use.
No other part of the guide may be reproduced or transmitted in whole or
in part in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage or retrieval system,
without permission in writing from the publisher.
Printed in Guangzhou, China.
XXXX-XXXX-XXXX
ISBN: 978-1-4509-0288-5
2 Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
Kit 3_Unit 13_TG.indd 2
©2010 Benchmark Education Company, LLC
6/11/10 5:45:53 PM
Apply
Assessment Tip
Have students work in pairs to generate lists of words with suffixes -al, -ize, and
-ify. Have them sort each word by suffix in their word study notebooks.
Observe students as they work with this
week’s suffixes. If students are having
trouble identifying the suffix and base
word in each derived word, have them
create their own suffix reference charts
in their word study notebooks, using the
anchor poster as a reference.
Once students have sorted their words, ask them to identify the part of speech of
each word and use it in a sentence.
Spelling Verb Suffixes -en, -ize, -ify
Home/School Connection
Unit Spelling Words: analyze, apologize, beautify, diversify, forbidden,
mistaken, notify, visualize
List the spelling words on the chalkboard and say them aloud. Then write each
word’s base word on the chalkboard below it: analysis, apology, beauty, diverse,
forbid, mistake, note, and visual. Then discuss any base word spelling changes.
Say: Which of these base words has not undergone any spelling change? Students
should identify visual/visualize.
Students can take home a list of the
spelling words and practice reading,
writing, and spelling the words with a
family member.
Next, focus on base words in which the -y is dropped. Say: In which of these
base words is the -y dropped before the suffix is added? Students should identify
apology/apologize and beauty/beautify.
Have students name the base words in which the -e is dropped before adding the
suffix. Students should identify diverse/diversify and mistake/mistaken. Say:
The word mistaken may cause a little bit of confusion. Even though mistake
already ends in e, we say that the e is dropped before adding the suffix -en.
Point out that in forbidden the final consonant from the base word, forbid, is
doubled, just as it would be for hid/hidden and forgot/forgotten.
Finally, draw students’ attention to the oddball analyze. The -yze spelling is a
variation of the -ize suffix.
Read the spelling words aloud again with students and help students define any
words they do not know.
Ask students to list the spelling words in their word study notebooks. Ask students
to circle the suffix in each word. Have partners swap notebooks to check each
other’s spelling.
©2010 Benchmark Education Company, LLC Kit 3_Unit 13_TG.indd 3
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify 3
6/11/10 5:45:53 PM
Day Two
Providing Support
Some students may have difficulty
distinguishing suffixes from base words.
Give them two sets of cards from BLM 3:
one regular set and one set that has the
base words and suffixes cut apart. Have
them match the cut-apart cards to the
cards with full words.
Common Features Sort
Review Verb Suffixes -en, -ize, -ify
Have students use the anchor poster to review how the suffixes change the part of
speech of the base words. Have them focus on the spelling changes that occur with
some base words as well as the parts of speech that are created when suffixes -en,
-ize, and -ify are added.
Write the words proven, memorize, and glorify on the chalkboard. Organize students
into small groups. Say: Write the words from the chalkboard in your word study
notebooks. Next, circle the suffix in each word. Then work as a group to name the
part of speech of both the base word and the derived word.
Adjective
Verb
forbidden
frozen
mistaken
proven
analyze
apologize
beautify
diversify
energize
frighten
glorify
horrify
idolize
memorize
notify
visualize
Common Features Sort
Two
Syllables
Three
Syllables
Four or
More
Syllables
dampen
golden
lengthen
straighten
strengthen
thicken
civilize
clarify
purify
symbolize
classify
acidify
electrify
generalize
hospitalize
identify
Demonstrate sorting energize. Say: To energize is “to give energy to something or
to cause something to have energy.” It is something a person does, so it is a verb.
Remind students that they can use cloze sentences to check parts of speech, such as,
I can [verb].
Sound Sort
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: energize, frozen
Teacher Category Cards: Adjective, Verb
Place the category cards Adjective and Verb in the pocket chart and place the word
cards in a group at the side of the pocket chart. Say: We are going to sort words
today according to their parts of speech—either adjectives or verbs.
Have students help you place frozen in the correct category. Once students have
identified it as an adjective, review how you determined that. Say: The word frozen
describes something that is so cold that it is solid. The lake is frozen. We heated
up a frozen dinner. Frozen describes the lake and the dinner, so it is an adjective.
Give each student BLM 3 and the Adjective and Verb category cards from BLM 2.
Ask them to sort the words under the correct categories by part of speech. Students
may need to use the anchor poster as a reference.
Sound Sort
Give students the word cards from BLM 4 and the following category cards from
BLM 2: Two Syllables, Three Syllables, Four or More Syllables. Tell students to
sort the words according to the number of syllables in the words.
When students have completed their sorts, ask them to share their results with the
class.
Spelling. Ask students to make a three-column chart in their word study notebooks
with the following headings: Two Syllables, Three Syllables, Four or More
Syllables. Ask them to write the spelling words in the correct columns according to
the number of syllables the words have.
4 Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
Kit 3_Unit 13_TG.indd 4
©2010 Benchmark Education Company, LLC
6/11/10 5:45:54 PM
Day Three
Common Features Sort
Common Features Sort
Teacher Word Cards: falsify, darken
Teacher Category Cards: e-Drop, No Change, Oddball, y-Drop
Explain to students that today they will be sorting words according to how the
spelling of the base word changes when suffixes -en, -ize, and -ify are added.
Explain that they may encounter some words that have irregular spelling changes
or suffixes and that these words should go in the Oddball category.
Model sorting the word falsify. Say: I am going to sort falsify. Its base word is
false. The base word has an -e at the end, but there is no e in falsify. So I place
this word in the e-Drop column.
Have students try the next one with you. Provide the word darken and have a
volunteer sort the word into the correct category.
Distribute BLM 5 to students. Have them determine the base word for each word
on BLM 5 and write the base word/derived word partners in their word study
notebooks.
Then have students sort each word into one of the four categories. Give students
the category cards e-Drop, No Change, Oddball, y-Drop from BLM 2. Once
students have finished, have students partner up to check each other’s work.
Give students the word cards from BLM 4. If there are any words that they do not
know, have them look them up in the dictionary.
Have students decide on a way to sort the words. They may sort according to
sounds, number of syllables, meanings, part of speech, and so on.
After students have finished, have them trade with a buddy. Have students try to
figure out the way the words are sorted.
©2010 Benchmark Education Company, LLC Kit 3_Unit 13_TG.indd 5
No Change
broken
falsify
simplify
texturize
darken
deepen
lessen
popularize
sweeten
Oddball
y-Drop
dramatize
exemplify
terrify
paralyze
categorize
summarize
harmonize
Assessment Tip
Some students may have difficulty
remembering spelling changes or word
meanings. Have them create flash cards to
help review words with suffixes -en, -ize,
and -ify.
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.
Independent Sort
Applying Meaning. Give students BLM 7 and have them complete the cloze,
choosing the correct word with suffixes -en, -ize, or -ify.
e-Drop
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.
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify 5
6/11/10 5:45:54 PM
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 echoread with you. Ask students to look and
listen for examples of suffixes -en, -ize,
and -ify.
Name ___________________________________
Date ____________________________________
Remote-Control Cars:
A Guide to Troubleshooting
It’s a lot of fun to operate remote-control cars and trucks; it’s a lot less fun when
they don’t work. If your car stops working, follow the steps that are summarized below
to troubleshoot your car.
Explain to students that today they will be searching a passage for suffixes -en, -ize,
and -ify. Distribute BLM 9 to students.
Encourage students to read the passage once through before looking for the words.
Then have them reread the passage and circle the words they find with this week’s
suffixes.
After they have completed the word hunt, ask students to share the words they
found. Ask students how they figured out the meanings of words they didn’t know.
Spelling Dictation
Say: Did you re-read the tricky sentences? Were you able to use the context of the
Review Words
sentence
to figure out the meaning of a tricky word?
1.
Name ___________________________________
Date ____________________________________
Challenge students to work with a partner and use words from the passage in oral
3.
and written sentences of their own.
2.
Use these steps to categorize the problem and clarify whether the issue is with
make sure underlines
d to overprint
Attributes)
Word Hunt
the vehicle or with the remote control.
1. Is your car turned on? If not, switch it on. If it will not turn on, verify that the
battery is put in correctly. If the ends of the battery are not lined up, straighten
them. If it still doesn’t turn on after you have changed the battery’s position,
replace the battery.
New Words
1.
2. If you car turns on, but it will not drive, also check the batteries in your remote.
If they are in correctly, but still do not work, then replace them.
3. Make sure you are within range of your car’s remote. Try getting closer to the
Spelling Dictation
2.
3.
car and changing the position of your antenna to intensify the car’s ability to
sense the remote.
4. If the car still does not move, try taking it to another area where you may be
able to amplify the communication between the remote and the car. Your
remote sends special waves to the car to make it drive, and another piece of
electronic equipment nearby may weaken the waves.
Give students Spelling Dictation (BLM 10). Dictate the following words from last
Sentence
week’s spelling words to students, one at a time, and have students write them on
their BLMs: outrageous, grateful, nutritious.
5. Finally, if nothing has worked, you should use a computer to search the Web for
your car model. Other people may have posted solutions to the problem.
6. If the car still does not work, try returning it to the store where you purchased
it. You can also check the Web site of the company that makes the car, as they
may repair or replace it.
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
©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 -en, -ize,
and -ify.
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.
Dictate the following words from this week’s unit, one at a time, having students
write them on their BLMs: apologize, diversify, forbidden.
Dictate the following sentence and have students write it on their papers: When the
frozen lake begins to melt, I will notify people that ice skating is forbidden.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
©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 3: Unit 13: Verb suffixes -en, -ize, -ify
Kit 3_Unit 13_TG.indd 6
©2010 Benchmark Education Company, LLC
6/11/10 5:45:55 PM
Day Five
Name ___________________________________
Spelling Assessment
Date _______________________________________
Unit 13 Quick-Check:
Verb Suffixes -en, -ize, -ify
Use the following procedure to assess students’ spelling of the unit spelling words:
•Say a spelling word and use it in a sentence.
Answer Questions
Directions: Choose the word from the word bank that makes the most sense in the sentence.
Word Bank
•Have students write the word on their papers.
dampen
memorize
strengthen
unify
1.
teacher asked us to __________________
memorize
The
the names of all fifty states and their
2.
need to __________________
strengthen
“We
our defense,” the coach said.
3.
rug began to __________________
dampen
The
as the water seeped under the door.
4.
unify
If the two top softball teams would __________________
into one team, they might be
capitals.
•Continue with the remaining words on the list.
•When students have finished, collect their papers and analyze their spelling of
the words.
able to win the state championship.
Apply
Directions: In the space below, list three to five words you know that have suffixes -en, -ize, and -ify.
•Use the assessment to plan small-group or individual practice.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Quick-Check Assessment
Assess students’ mastery of suffixes -en, -ize, and -ify using the Quick-Check for
Unit 13.
Complete It. Have pairs of students write cloze sentences with words from the
word cards. Each student should create four to five sentences and then exchange
sentences and complete them.
Word Charades. Give groups of students a stack of word cards. One student
chooses a word card and uses gestures and pantomime to define that word.
Students guess the word and the first student to guess the word chooses the next
card. The object is to guess the most words correctly.
Word Find. Have pairs of students create and solve word finds. Give each student
four word cards and a sheet of graph paper. Have them write each word forward
or backward in vertical or horizontal columns. Then have them add random letters
to complete each column and row. You may wish to model creating the word find
on the chalkboard before students begin. After partners have each created a word
find, they should swap word finds and solve.
Suffix Match Up. Give pairs of students the three suffix category cards and a set of
word cards. Have students place the suffixes faceup. Partners then each take turns
turning over a card and matching it to its partner suffix.
Concentration. Give students a set of word cards; make sure there are an even
number of words with each suffix (-en, -ize/-yze, -ify). Have students turn the
cards and find pairs of words with the same suffix.
Kit 3_Unit 13_TG.indd 7
-ize or -yze
-ify
civilize
symbolize
paralyze
electrify
Word Bank
civilize, electrify,
golden, lengthen,
paralyze, straighten,
symbolize, thicken
Think and Write about Verb Suffixes -en, -ize, -ify
Directions: In the space below, explain how understanding the verb suffixes -en, -ize, and -ify helps you
as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
©2010 Benchmark Education Company, LLC
Answer Key Unit 13 Quick-Check
Answer Key BLM 6
Suggestions for Independent Practice
©2010 Benchmark Education Company, LLC -en
golden
lengthen
straighten
thicken
-en
-ize
-ify
forbidden
frighten
frozen
mistaken
proven
apologize
energize
idolize
memorize
visualize
beautify
diversify
glorify
horrify
notify
Answer Key BLM 7
1. summarize
2. darken
3. terrify
4. simplify
5. sweeten
6. categorize
7. harmonize
8. broken
Answer Key BLM 8
1. lessen
2. hospitalize
3. falsify
4. popularize
5. clarify
6. lengthen
7. purify
8. dramatize
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify 7
6/11/10 5:45:56 PM
Name ____________________________________
Date ________________________________________
Unit 13 Quick-Check:
Verb Suffixes -en, -ize, -ify
Answer Questions
Directions: Choose the word from the word bank that makes the most sense in the sentence.
Word Bank
dampen
memorize
strengthen
unify
1. The teacher asked us to __________________ the names of all fifty states and their
capitals.
2. “We need to __________________ our defense,” the coach said.
3. The rug began to __________________ as the water seeped under the door.
4. If the two top softball teams would __________________ into one team, they might be
able to win the state championship.
Apply
Directions: In the space below, list three to five words you know that have suffixes -en, -ize, and -ify.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
-en
-ize or -yze
-ify
Word Bank
civilize, electrify,
golden, lengthen,
paralyze, straighten,
symbolize, thicken
Think and Write about Verb Suffixes -en, -ize, -ify
Directions: In the space below, explain how understanding the verb suffixes -en, -ize, and -ify helps you
as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 13: Verb suffixes -en, -ize, -ify
Kit 3_Unit 13_TG.indd 8
©2010 Benchmark Education Company, LLC
6/11/10 5:45:56 PM