3
WordStudySpiral
Vocabulary
Adjective Suffixes -ful, -ous, -ious
Lesson Objectives
Day 1
Students will:
• Understand the function and meaning of suffixes and base
words
• Understand how suffixes -ful, -ous, and -ious change a base
word’s part of speech
• Read and write words with suffixes -ful, -ous, and -ious
Day 2
e-Drop e-Drop
Adjective
Adjective
Suffixes
Suffixes
-ful, -ous,
-ful, -ious
-ous, -ious
No Change
No Change
courageous
The suffixes
The -ful,
suffixes
-ous, -ful,
and -ous,
-ious and
signal
-ious
adjectives.
signal adjectives.
waste (noun)
waste (noun)
-ful
full
-fulof
poison (noun)
poison (noun)
-ous
having the
having the
of
poisonous
(adj.)
quality
poisonous
(adj.)
-ous ofquality
or full of or full of
OddballOddball
having the
having the
of
envious (adj.)
quality
envious
(adj.)
-ious ofquality
or full of or full of
envy (verb)
envy (verb)
-ious
-ful
-ful
-ous
Students will:
(noun)
(noun)
(adj.)
(noun)
(adj.)
(noun)
(adj.)
glorious
(adj.)
3
outrage +outrage
ous = outrageous
+ ous = outrageous
nerve – e nerve
+ ous =
– e nervous
+ ous =
(noun)
(noun)
(adj.)
(adj.)(noun)
(noun)
4
(noun)
(noun)
(adj.)
(adj.)(noun)
(noun)
(adj.)
-ious
furious
(adj.)
(noun)
(adj.)
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
Category Cards (BLM
Category
2) Cards (BLM 2)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
4
4
3
3
4
4
3
3
4
4
3
3
Students will:
4
grateful
successful
3
humorous
wasteful
• Sort words by suffix
• Use knowledge of sound and spelling patterns of -ful, -ous,
and -ious
3
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
5
doubtful
furious
furious
nervous
meaningfulmeaningful
poisonous poisonous
truthful
truthful
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
7.
joyful
1.
2.
3.
Pam was 5.
__________________
Pam was __________________
when she sawwhen
that her
shebrother
saw that
had
herborrowed
brother had
her borrowed her
Victoria gets
6. soVictoria
__________________
gets so __________________
about oral reports
aboutthat
oralshe
reports
can hardly
that she
present
can hardly present
them.
Luisa was7.gladLuisa
that Melinda
was gladhad
thatbeen
Melinda
__________________
had been __________________
about accidentally
about accidentally
Although 8.
Bill studied
Although
hard,
Bill he
studied
thought
hard,
it was
he thought
__________________
it was __________________
that he wouldthat he would
Name ___________________________________
fearful
fictitious fictitious
grateful
grateful
I entered a contest to be an honorary ball boy for our NBA team, though I
joyful
marvelous marvelous
thunderousthunderous
various
various
never expected to win. The call telling me I had been chosen was a marvelous
Date ____________________________________
New Words
1.
began their warm-ups for the game. I had never been around famous athletes
2.
3.
wearing without my even asking them to! It was a wonderful experience.
The couple
4. announced
The couple
the
announced
__________________
the __________________
news that theynews
werethat
expecting
they were
a expecting a
baby.
To be honest, I can’t even remember the time I spent on the arena floor
during the player introductions. The combination of bright spotlights, loud music,
5.
The __________________
5. The __________________
noise from thenoise
car alarm
from kept
the car
everyone
alarm kept
fromeveryone
sleeping.from sleeping.
Sentence
and thunderous fan noise was overwhelming. I think that some of the players
6.
We were 6.
scared
Weduring
were scared
the movie,
during
butthe
at the
movie,
same
buttime
at the
wesame
knewtime
that we
the knew
story that the story
didn’t have the T-shirt they signed to prove it, I would think the whole thing was
was __________________.
was __________________.
a ridiculous dream!
7.
The whole7. family
The enjoyed
whole family
the play
enjoyed
and thought
the playitand
wasthought
__________________.
it was __________________.
8.
After a long
8. day
After
in the
a long
sun,day
I was
in the
so __________________
sun, I was so __________________
for the ice-coldforlemonade.
the ice-cold lemonade.
Reading Passage (BLM 9)
Word Study & VocabularyWord
3: Unit
Study
12:&Adjective
Vocabulary
suffixes
3: Unit
-ful,
12:-ous,
Adjective
-ioussuffixes -ful, -ous, -ious
Take-Home Activity (BLM 8)
First Try
3.
Second Try
(if needed)
Correct Spelling
1.
1.
1.
New Words
1.
2.
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 3: Unit 12: Adjective suffixes -ful, -ous, -ious
©2010 Benchmark Education Company, LLC
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Stopwatches (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.
2.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
I tried not to be boastful when I told my friends about it, but I could tell that
I felt really bashful when I was taken into the locker room before the team
3.
a little fearful as the night grew closer. What if I messed up?
before that night, and I didn’t know how to act. I shouldn’t have worried; all the
Name ___________________________________
they were envious. Who wouldn’t be? Although I was excited, I also began to be
players were friendly and gracious. They offered to sign the team T-shirt I was
2.
I tried not to be boastful when I told my friends about it, but I could tell that
they were envious. Who wouldn’t be? Although I was excited, I also began to be
Cory returned
3. Cory
to thereturned
stage toto__________________
the stage to __________________
applause following
applause
his flawless
following his flawless
1.
began their warm-ups for the game. I had never been around famous athletes
1.
surprise!
Grocery stores
2. Grocery
offer coupons
stores offer
for __________________
coupons for __________________
items in their flyers
items
each
in their
week.flyers each week.
Spelling Dictation
before that night, and I didn’t know how to act. I shouldn’t have worried; all the
Review Words
players were friendly and gracious. They offered to sign the team T-shirt I was
4.
Date ____________________________________
Spelling Dictation
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Review Words
a little fearful as the night grew closer. What if I messed up?
Name ___________________________________
I don’t think I have ever been as nervous as I was last night. Months ago,
high-fived me as they passed by, but the whole experience is kind of a blur. If I
Classroom Activity (BLM 7)
never expected to win. The call telling me I had been chosen was a marvelous
Date ____________________________________
The Big Night I Don’t Really Remember!
Mandy was
1. __________________
Mandy was __________________
that her team that
would
herlose
team
because
would itlose
wasbecause
a very it was a very
baby.
Word Study & VocabularyWord
3: Unit
Study
12:&Adjective
Vocabulary
suffixes
3: Unit
-ful,
12:-ous,
Adjective
-ioussuffixes -ful, -ous, -ious
surprise!
Name ___________________________________
performance. performance.
get a perfect score
get a on
perfect
the test.
score on the test.
I entered a contest to be an honorary ball boy for our NBA team, though I
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
I felt really bashful when I was taken into the locker room before the team
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
check to make sure underlines
are marked to overprint
(Window: Attributes)
____________________________________________________________________
3. ____________________________________________________________________
Word Study & VocabularyWord
3: Unit
Study
12:&Adjective
Vocabulary
suffixes
3: Unit
-ful,
12:-ous,
Adjective
-ioussuffixes -ful, -ous, -ious
close game. close game.
ripping the sweater
rippingshe’d
the sweater
borrowed.
she’d borrowed.
Materials:
• Quick-Check Assessment
____________________________________________________________________
2. ____________________________________________________________________
3.
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
continuouscontinuous
fearful
softball bat without
softball
asking.
bat without asking.
I don’t think I have ever been as nervous as I was last night. Months ago,
____________________________________________________________________
1. ____________________________________________________________________
2.
Word BankWord Bank
Beware of2.theBeware
black, orange,
of the black,
and white
orange,
cornand
snake—it
white corn
is very
snake—it
__________________.
is very __________________.
• Identify words with suffixes -ful, -ous, and -ious
• Write and spell words with -ful, -ous, and -ious
• Spell words using -ful, -ous, and -ious
1.
5
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your sentence
child readand
each
choose
sentence
the and
correct
choose
wordthe
from
correct word from
the word bank. the word bank.
It was __________________
1. It was __________________
for our musicalforproduction
our musical
when
production
our costumes
when our
got costumes
lost.
got lost.
My sister 4.
likesMy
hiking
sister
and
likes
other
hiking
__________________
and other __________________
activities.
activities.
Date ____________________________________
5
Word Study & VocabularyWord
3: Unit
Study
12:&Adjective
Vocabulary
suffixes
3: Unit
-ful,
12:-ous,
Adjective
-ioussuffixes -ful, -ous, -ious
2.
4.
The Big Night I Don’t Really Remember!
various
various
5
ChooseChoose
the Word
the Word
The gift Ricardo
3. The
gotgift
hisRicardo
mothergot
was
hisboth
mother
__________________
was both __________________
and useful. and useful.
Name ___________________________________
-ious
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.
5
Word Cards (BLM 5)
3.
Students will:
5
Word Cards (BLM
Word
5) Cards (BLM 5)
1.
8.
-ious
5
truthful
truthful
5
5
ChooseChoose
the Word
the Word
them.
-ous
-ous
5
5
joyful
joyful
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
6.
5
5
5
Word BankWord Bank
5.
-ful
5
spacious
spacious
hilarious
hilarious
©2010 Benchmark Education Company, LLC
adventurous
adventurous
calamitouscalamitous
doubtful
Word BankWord Bank
rebellious rebellious
grateful grateful
nervous nervous
successful successful
wasteful wasteful
courageouscourageous
dangerous dangerous
humorous humorous
glorious glorious
peaceful peaceful
outrageousoutrageous
envious envious
fictitious fictitious
mountainous
mountainous
nutritious nutritious
delightful delightful
5
5
5
5
Directions: Read
Directions:
each sentence
Readand
each
choose
sentence
the and
correct
choose
wordthe
from
correct
the word
wordbank.
from the word bank.
Students will:
5
fearful
fearful
Word Cards (BLM 4)
nervous
5
SortingSorting
with Adjective
with Adjective
SuffixesSuffixes
-ful, -ous,
-ful,-ious
-ous, -ious
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.
furious
furious thunderous
thunderous
Word Cards (BLM 4)
Materials:
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
-ful
4
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
©2010 Benchmark Education Company, LLC
5
5
5
5
wonderful
4
Word Cards (BLM 3)
5
4
hazardous
3
5
©2010 Benchmark Education Company, LLC
doubtful
doubtful respectful
respectful
synonymous
4
5
continuous
continuouspoisonous
poisonous
4
gracious
3
5
shameful
4
5
calamitous
calamitousmeaningful
meaningful
4
gaseous
3
5
4
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
©2010 Benchmark Education Company, LLC
Word Cards (BLM 3)
adventurous
adventurousmarvelous
marvelous
4
3
rebellious
Category Cards (BLM 2)
wonderful
4
Word Cards (BLM 4)
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
4
hazardous
3
Word Cards (BLM 3)
Word Study & VocabularyWord
3: Unit
Study
12:&Adjective
Vocabulary
suffixes
3: Unit
-ful,
12:-ous,
Adjective
-ioussuffixes -ful, -ous, -ious
synonymous
4
wasteful
3
4
4
gracious
3
humorous
Word Study & VocabularyWord
3: Unit
Study
12:&Adjective
Vocabulary
suffixes
3: Unit
-ful,
12:-ous,
Adjective
-ioussuffixes -ful, -ous, -ious
shameful
4
successful
3
(adj.)
3
3
grateful
-ious
(adj.)
gas + e + gas
ous +
= egaseous
+ ous = gaseous
(noun)
gaseous
3
nervous
(adj.)
hazard + hazard
ous = hazardous
+ ous = hazardous
fury – y +fury
ious –= y +
furious
ious =
3
glorious
Day 5
scandalous
4
rebellious
3
Anchor Chart (BLM 1)
Materials:
• Anchor Poster
courageous mountainous
beautiful
infectious
• BLM 2: Category Cards
dangerous
nutritious
boastful
melodious
• BLMs 3–4: Word Cards
• BLM 6: Take-Home Activity
delightful
nervous
cheerful
mysterious
• Teacher Category Cards­—e-Drop, No Change,
Oddball,outrageous
envious
delicious
poisonous
Change y to i
fictitious
peaceful
famous
scandalous
• Teacher Word Cards—envious, fictitious
Day 4
4
famous
3
Adding Adjective
Suffixes
with Changes
Spelling Changes
Adding Adjective
Suffixes with
Spelling
beauty – ybeauty
+ i + ful
– y= +beautiful
i + ful = beautiful
shame + ful
shame
= shameful
+ ful = shameful
• Sort words by spelling changes made to base words
• Sort words by suffix
• Use and define words with suffixes -ful, -ous, and -ious
Day 3
poisonous
4
peaceful
3
4
delicious
3
fictitious
-ous
mysterious
4
outrageous
3
4
cheerful
3
envious
4
melodious
4
nervous
3
infectious
4
boastful
3
delightful
ChangeChange
y to i y to i
full ofwasteful (adj.)
wasteful (adj.)
beautiful
3
nutritious
3
New Word/
New Word/
Suffix
Meaning Meaning
Part of Speech
Part of Speech
Base Word/
Base Word/
Suffix
Part of Speech
Part of Speech
mountainous
3
dangerous
3.
wearing without my even asking them to! It was a wonderful experience.
To be honest, I can’t even remember the time I spent on the arena floor
during the player introductions. The combination of bright spotlights, loud music,
Sentence
and thunderous fan noise was overwhelming. I think that some of the players
high-fived me as they passed by, but the whole experience is kind of a blur. If I
didn’t have the T-shirt they signed to prove it, I would think the whole thing was
a ridiculous dream!
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
©2010 Benchmark Education Company, LLC
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
Unit
Spelling Dictation (BLM 10)
12
®
Kit 3_Unit 12_TG.indd 1
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6/11/10 5:42:07 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Be sure English Learners understand
the function of the suffixes -ful, -ous,
and -ious in changing base nouns to
adjectives. Explain to English Learners
that the suffix -ful has several Spanish
counterparts. Offer the following examples
to demonstrate: respetuoso(a)/respectful;
agradecido(a)/thankful. You may also
wish to review what parts of speech
are, using Spanish cognates as needed:
el sustantivo/noun; el pronombre/
pronoun; el verbo/verb; el adverbio/
adverb; el adjetivo/adjective.
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, point to the word
grateful on the chalkboard. Show how
you divide the word into two syllables
between the base word and the suffix:
grate/ful. Explain that you now have two
syllables. The first syllable, grate, has a
CVCe pattern, which makes the a long. The
second syllable, ful, has a schwa. Read
each syllable and then blend the syllables
together grate/ful: grateful. Continue
to support students who need help with
blending throughout the week, using the
example words used in the lesson.
Review Suffixes -al, -ial, -ic
Focus Words: logical, musical, editorial, financial, dramatic, realistic
Review suffixes -al, -ial, and -ic by writing the review words on the chalkboard and
asking students to identify the suffixes. Ask a volunteer how the base words change
when the suffixes are added. Ask volunteers to define each word and use it in an oral
sentence.
Introduce Adjective Suffixes -ful, -ous, -ious
Model
Write suffixes -ful, -ous, and -ious on the chalkboard. Say: This week we will be
learning another set of suffixes: -ful, -ous, and -ious. These endings are usually
added to nouns, which then become adjectives. Write the words dangerous, envious,
and successful on the chalkboard below the appropriate suffix and read them aloud.
Review the definitions of dangerous, envious and successful. Explain that the endings
-ful, -ous, and -ious all mean “full of or having the qualities of” something.
Draw students’ attention to the word successful. Say: Success is the base word
and -ful is the suffix. We combine these two word parts to create a new word:
successful. Successful is an adjective that describes someone, or something, such as
a business, that has achieved success. The suffix -ful changes the noun success to an
adjective: successful. Notice that the suffix -ful has only one l.
Repeat this process with dangerous and envious, reminding students that words that
end in -ful, -ous, and -ious are usually going to be adjectives.
Guide
Write the word thunderous on the chalkboard. Ask a student to read the word aloud
and say the base word and the suffix. Ask: How does the suffix -ous change the base
word thunder?
Repeat this activity with the words beautiful and glorious. Ask for volunteers to use
the words in oral sentences. Point out that when the base word ends in a -y, as in
both beauty and glory, the y generally changes to i before adding the suffix.
Apply
©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
Have students work in small groups to brainstorm words ending in -ful, -ous, and
-ious. Have them write the words under the correct suffix on the chalkboard.
Once students have sorted their words, have them choose three words to use in
sentences, which they can write in their word study notebooks.
ISBN: 978-1-4509-0287-8
2 Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
Kit 3_Unit 12_TG.indd 2
©2010 Benchmark Education Company, LLC
6/11/10 5:42:08 PM
Spelling Words with Adjective Suffixes
Unit Spelling Words: humorous, outrageous, wasteful, peaceful, grateful,
fictitious, nutritious, rebellious
Write the spelling words on the chalkboard and have students read them with
you. Explain that when adding suffixes -ful and -ous to many base words, there
are no spelling changes. Give humorous, outrageous, wasteful, and peaceful as
examples.
Then explain that some base words have regular spelling changes when suffixes
are added. For example, for base words ending in -y, we generally change the y
to i, as in various and envious.
Explain that with the suffix -ful, words ending in -e do not drop the e, as in
hopeful, and that words ending in -y change from y to i, as in beautiful. Remind
students that the suffix -ful has just one l, unlike the word full.
Assessment Tip
A number of this week’s words with
suffixes -ful, -ous, and -ious are oddballs
or have irregular spelling changes. Have
students who are challenged by the varied
spellings keep a list of the words they
find most challenging in their word study
notebooks as a reference and study aid.
Home/School Connection
Students can take home a list of the
spelling words and practice reading,
writing, and spelling the words with
someone at home.
Finally, tell students that in some cases, as with grateful, it is difficult to tell what
the actual base word is because of irregular changes that have been made to it
prior to the suffix being added. Offer grateful and nutritious as examples. Say:
Grateful is a commonly misspelled word because its base word is sometimes
believed to be great, spelled g, r, e, a, t. The base word for grateful actually
comes from the word gratitude, which is “the feeling of being thankful for
something.” So grateful is being full of that feeling of gratitude. Nutrition is the
base word for nutritious. The -ion is dropped before adding the suffix -ious.
Nutritious means “having the qualities of nutrition.”
Ask students to list the spelling words in their word study notebooks. Have
partners swap notebooks to check each other’s spelling.
©2010 Benchmark Education Company, LLC Kit 3_Unit 12_TG.indd 3
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious 3
6/11/10 5:42:09 PM
Day Two
Review Adjective Suffixes -ful, -ous, -ious
Common Features Sort
e-Drop
No Change
nervous
courageous
dangerous
delightful
humorous
mountainous
outrageous
peaceful
successful
wasteful
Oddball
Change y to i
fictitious
grateful
nutritious
rebellious
envious
glorious
Speed Sort
-ful
-ous
-ious
beautiful
boastful
cheerful
shameful
wonderful
famous
gaseous
poisonous
hazardous
scandalous
synonymous
delicious
gracious
infectious
melodious
mysterious
Have students use the anchor poster to review how these suffixes make words into
adjectives.
List peaceful, glorious, and mountainous on the chalkboard. Say: Discuss these
words with a partner. First identify the suffix, name any base word spelling changes,
and identify the part of speech of the base word and the word with a suffix.
Common Features Sort
Teacher Word Cards: envious, fictitious
Teacher Category Cards: e-Drop, No Change, Oddball, Change y to i
Explain to students that they are going to be sorting according to the kind of spelling
change that occurs when adding suffixes -ful, -ous, or -ious to base words. Display
the category cards e-Drop, No Change, Oddball, and Change y to i in the pocket
chart. Say: These categories represent possible spelling changes to base words. We
will use them to sort today.
Say: The base word for envious is envy, which ends in -y. To make the word
envious, we change the y to i. So I will place it in the y to i category.
Next demonstrate sorting fictitious. Say: The word fictitious has the suffix -ious, but
its base word and suffix combination is not regular. So I will place it in the Oddball
category.
Home/School Connection
Give each student the category cards for spelling changes from BLM 2 and the word
cards from BLM 3 to sort.
Give students BLM 6 to complete with a
family member. Students can also take
home the word cards and share their sorts
with a family member.
Speed Sort
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.
Give students the category cards -ful, -ous, and -ious from BLM 2, the word cards
from BLM 4, and a stopwatch.
Say: In this sort, you will race against the clock to sort the words according to their
suffixes -ful, -ous, or -ious. You’ll time yourself with a stopwatch and write down
your time at the end. Then you’ll repeat the sort to see if you can improve your time.
Have students time themselves as they sort the words by their suffixes. Direct them to
review their work and make sure they have sorted all the words correctly, and then
to write their times in their word study notebooks. Have students repeat the sort,
trying to increase their accuracy and speed with each attempt.
Spelling. Have students copy the suffixes -ful, -ous, and -ious into their word study
notebooks and write the unit spelling words under the correct suffix. Have students
ask a partner to check their spelling.
4 Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
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Day Three
No Peeking Sort
No Peeking Sort
Explain to students that today they will be listening to words you read and sorting
them according to their suffixes. Explain that they will have to listen carefully to
distinguish between -ious and -ous.
Write the suffix categories -ful, -ous, and -ious on the chalkboard and review them
with students.
Model sorting the word marvelous. Say: I am going to sort the word marvelous:
mar/vel/ous. When I listen, I hear that it ends with -ous.
Have students try the next one with you. Provide the word mysterious and say the
word aloud, emphasizing the long e sound, spelled i. Then have a volunteer sort
the word into the correct category.
Read the rest of words from BLM 5 aloud to students. Have students sort each
word according to suffix.
Applying Meaning. Give students BLM 7 and have them complete the cloze,
choosing the correct word with suffixes -ful, -ous, or -ious.
-ful
-ous
-ious
doubtful
fearful
joyful
meaningful
respectful
truthful
marvelous
adventurous
continuous
poisonous
thunderous
calamitous
spacious
various
furious
hilarious
Assessment Tip
Some students may have difficulty recalling
some of the words that have irregular base
words or suffix spelling rules. Encourage
students to review the reference they
created in their word study notebooks. See
Day One Assessment Tip and review any
words that they still have difficulty with.
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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ure underlines
overprint
butes)
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 suffixes -ful, -ous, and
-ious.
Name ___________________________________
Date ____________________________________
The Big Night I Don’t Really Remember!
I don’t think I have ever been as nervous as I was last night. Months ago,
I entered a contest to be an honorary ball boy for our NBA team, though I
never expected to win. The call telling me I had been chosen was a marvelous
surprise!
Word Hunt
Distribute BLM 9 to students. Say: Today you will search a passage for words that
include the suffixes -ful, -ous, and -ious.
Encourage students to read the passage through once before looking for the words.
Then have them reread the passage and circle the words they find with this week’s
suffixes.
After students have completed the search, have volunteers share and define the
Dictation
words they found. AskSpelling
students
to identify each word’s part of speech.
Name ___________________________________
Date ____________________________________
Review Words
Next have
1. students create a three-column chart in their word study notebooks with
2. and -ious. Have students copy the words they circled into the correct
-ful, -ous,
column3.of the chart.
I tried not to be boastful when I told my friends about it, but I could tell that
they were envious. Who wouldn’t be? Although I was excited, I also began to be
a little fearful as the night grew closer. What if I messed up?
I felt really bashful when I was taken into the locker room before the team
began their warm-ups for the game. I had never been around famous athletes
before that night, and I didn’t know how to act. I shouldn’t have worried; all the
players were friendly and gracious. They offered to sign the team T-shirt I was
wearing without my even asking them to! It was a wonderful experience.
To be honest, I can’t even remember the time I spent on the arena floor
Challenge
students to search through other classroom texts for words with -ful, -ous,
New Words
and -ious
suffixes.
Have them add these words to their lists.
1.
2.
After students
have completed their charts, have them write three sentences, using
3.
one word
with each suffix.
during the player introductions. The combination of bright spotlights, loud music,
and thunderous fan noise was overwhelming. I think that some of the players
Sentence
high-fived me as they passed by, but the whole experience is kind of a blur. If I
didn’t have the T-shirt they signed to prove it, I would think the whole thing was
a ridiculous dream!
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
Spelling Dictation
Give students Spelling Dictation (BLM 10). Dictate the following words from last
week’s spelling words to students, one at a time, and have students write them on
their BLMs: alphabetical, arrival, memorial.
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 -ful, -ous,
and -ious.
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.
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
©2010 Benchmark Education Company, LLC
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: grateful, outrageous, humorous.
Dictate the following sentence and have students write it on their papers: Because
she was rebellious and wasteful with her time, Emily wasn’t very successful.
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 12: Adjective suffixes -ful, -ous, -ious
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Day Five
Name ___________________________________
Spelling Assessment
Date _______________________________________
Unit 12 Quick-Check:
Adjective Suffixes -ful, -ous, -ious
Use the following procedure to assess students’ spelling of the unit spelling words:
Answer Questions
Directions: Choose the word from the word bank that makes the most sense in the sentence.
Word Bank
•Say a spelling word and use it in a sentence.
boastful
delicious
famous
melodious
1.
author had never expected to become __________________
famous
The
; she’d just hoped that
•Have students write the word on their papers.
2.
boastful
“Peter,
don’t be so __________________
,” his mother scolded after he showed off his
•Continue with the remaining words on the list.
3.
chocolate mint pie was the most __________________
delicious
The
pie I’ve ever eaten.
4.
I’d thought the band’s songs would be too noisy for me, but they were actually quite
her book would get published.
medal to everyone.
•When students have finished, collect their papers and analyze their spelling of
the words.
•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.
-ful
-ous
-ious
beautiful
cheerful
wonderful
hazardous
scandalous
synonymous
mysterious
delicious
Word Bank
beautiful,
synonymous,
cheerful, mysterious,
hazardous, delicious,
scandalous,
wonderful
Think and Write about Adjective Suffixes -ful, -ous, -ious
Assess students’ mastery of suffixes -ful, -ous, and -ious using the Quick-Check
for Unit 12.
Directions: In the space below, explain how understanding the adjective suffixes -ful, -ous, and -ious
helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
©2010 Benchmark Education Company, LLC
Answer Key Unit 12 Quick-Check
Answer Key BLM 6
Suggestions for Independent Practice
Suffix Rhymes. Have pairs of students use this week’s suffixes to create funny
poems. Encourage them to choose a rhyme pattern and to use rhythm if possible.
My Word Means . . . ? Give groups of six students six word cards. Have each
student describe the meaning of the word on his or her card. Then the rest of the
students take turns guessing which word card the speaker is holding. The object is
to correctly guess the most words.
Suffix Pictures. Give a group of six to eight students enough word cards for each
student. (Be sure to select the cards that are easiest to draw, such as mountainous
or joyful.) Group students into two teams. Then have each student draw a
representation of his or her word on the chalkboard. Have groups work together
to determine which word the other group has drawn. The object is to identify the
most words correctly.
Spell It. Give pairs of students twelve word cards. Partner A reads the first card
and then listens as Partner B spells the word aloud. Partner A corrects Partner B as
needed. Then partners alternate reading the word on the word card and spelling it
aloud. The object is to spell all words correctly.
Suffix Stories. Have small groups of students write a collaborative story. Students
sit in a small circle. One student begins the story by writing a sentence that
includes a word with the suffix -ful, -ous, or -ious. Then the student passes the
story to the next student, who writes the next sentence in the story. The storywriting continues until it reaches the last person in the circle. After the last student
writes the ending of the story, he or she reads the entire story aloud.
Kit 3_Unit 12_TG.indd 7
Directions: In the spaces below, list five words you know that have suffixes -ful, -ous, or -ious.
____________
Quick-Check Assessment
©2010 Benchmark Education Company, LLC __________________.
melodious
Apply
-ful
-ous
-ious
delightful
grateful
peaceful
successful
wasteful
courageous
dangerous
humorous
mountainous
nervous
outrageous
envious
fictitious
glorious
nutritious
rebellious
Answer Key BLM 7
1. calamitous
2. poisonous
3. meaningful
4. adventurous
5. furious
6. nervous
7. truthful
8. doubtful
Answer Key BLM 8
1. fearful
2. various
3. thunderous
4. joyful
5. continuous
6. fictitious
7. marvelous
8. grateful
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious 7
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Name ____________________________________
Date ________________________________________
Unit 12 Quick-Check:
Adjective Suffixes -ful, -ous, -ious
Answer Questions
Directions: Choose the word from the word bank that makes the most sense in the sentence.
Word Bank
boastful
delicious
famous
melodious
1. The author had never expected to become __________________; she’d just hoped that
her book would get published.
2. “Peter, don’t be so __________________,” his mother scolded after he showed off his
medal to everyone.
3. The chocolate mint pie was the most __________________ pie I’ve ever eaten.
4. I’d thought the band’s songs would be too noisy for me, but they were actually quite
__________________.
Apply
Directions: In the spaces below, list five words you know that have suffixes -ful, -ous, or -ious.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
-ful
-ous
-ious
Word Bank
beautiful,
synonymous,
cheerful, mysterious,
hazardous, delicious,
scandalous,
wonderful
Think and Write about Adjective Suffixes -ful, -ous, -ious
Directions: In the space below, explain how understanding the adjective suffixes -ful, -ous, and -ious
helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 12: Adjective suffixes -ful, -ous, -ious
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