WordStudy
Vocabulary
4
Suffixes -able, -ible
Extend
Lesson Objectives
Day 1
Students will:
• Understand the common suffixes -able and -ible
• Understand that -able and -ible signal adjectives
• Understand the relationship between the presence or
absence of base words and the suffixes -able and -ible
• Read and write words with the suffixes -able and -ible
• Generate oral and written sentences using -able and -ible
words
Base Word
Base+Word
-able+ -able
No Base
No
Word
Base+Word
-ible + -ible
Suffixes
Suffixes
-able, -able,
-ible -ible
incredibleincredible
predictable
predictable
eligible
sustainable
sustainable
possible possible
eligible
No Base Word
No Base
+ -able
Word + -ableBase Word
Base
+ -ible
Word + -ible
formidable
formidable
memorable
memorable
resistible resistible
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
Category Cards (BLM
Category
2) Cards (BLM 2)
Word Study & VocabularyWord
4: Unit
Study
3: Suffixes
& Vocabulary
-able,4:-ible
Unit 3: Suffixes -able, -ible
Students will:
3
Materials:
• BLM 2: Category Cards
• BLM 4: Word Cards
• BLM 6: Take-Home Activity
• Teacher Category Cards
• Teacher Word Cards—same as BLM 3
3
corruptible
edible
3
eligible
predictable
3
3
3
formidable
punishable
3
indelible
resistible
3
Word Cards (BLM 3)
5
5
5
5
5
5
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Word Study & VocabularyWord
4: Unit
Study
3: Suffixes
& Vocabulary
-able,4:-ible
Unit 3: Suffixes -able, -ible
©2010 Benchmark Education Company, LLC
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Word Cards (BLM 5)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
1.
If you bring
1. a note
If youfrom
bringhome,
a noteit from
is __________________
home, it is __________________
to leave schooltoearly.
leave school early.
2.
Rita has improved
2. Rita has
her improved
grades, soher
shegrades,
is __________________
so she is __________________
to play soccer to
this
play soccer this
2.
My little sister
2. My
is so
little
__________________
sister is so __________________
that she will believe
that she
any
willstory
believe
you any
tell her.
story you tell her.
decipherable
invincable decipherable
decipherible decipherible
tangible
permissible
tangible
Date ____________________________________
Name ___________________________________
“Only he who attempts the absurd is capable of achieving the impossible.”
Review Words
—Miguel de Unamuno
1.
To some people, the idea of walking around the entire Earth might be laughable,
if not impossible. But Dave Kunst, inspired by the 1969 moon landing, wanted an
permissible
tangable permissable
tangable permissable
2.
adventure of his own, so that’s just what he set out to do.
season.
season.
3.
eligable
eligible sustainible
eligable
sustainible
sustainable
sustainable
sustainable
fallable
favorible fallible
fallablefavorable
fallible
3.
4.
The car accident
4. Thewas
car __________________,
accident was __________________,
but Mr. Simmsbut
braked
Mr. Simms
too late.
braked too late.
5.
Hannah told
5. us
Hannah
an __________________
told us an __________________
story about rocket
storyships
aboutand
rocket
creatures
ships and creatures
agreeible
agreeable avoidible
agreeible avoidable
avoidible
irascible
Students will:
feasable
irascable
incredible incredable
irascable
remarkible
feasable
remarkible
remarkable
remarkable
feasible
washable
invinc____________
6. invinc____________
9.
6.
Name ___________________________________
exhaust____________
7. exhaust____________
10.
formid____________
10.
formid____________
8.
adapt____________
8. adapt____________
11.
ed____________
11.
ed____________
Date ____________________________________
Name ___________________________________
perishible
washable
washible
perishible perishable
washible
perishable
mountains of Afghanistan. Dave, too, was shot, but survived, and he was determined to
if not impossible. But Dave Kunst, inspired by the 1969 moon landing, wanted an
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Date ____________________________________
preferible
plausable
preferible
Reading Passage (BLM 9)
Word Study & VocabularyWord
4: Unit
Study
3: Suffixes
& Vocabulary
-able,4:-ible
Unit 3: Suffixes -able, -ible
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.
June 20, 1970, traveling eastward on foot through Europe, Asia, and Australia. (They
with just $1,000 and a dependable mule to carry their camping supplies. This adventure
New Words
was also made possible by Senator Hubert Humphrey, who gave them an official letter
1.
of introduction and who contacted embassy officials around the world, asking them to
©2010 Benchmark Education Company, LLC
Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• 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.
flew over areas where they couldn’t walk, like the Atlantic Ocean.) The brothers set off
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Name ___________________________________
3.
Dave and his brother John began their 14,450-mile journey in Minnesota on
started, Dave achieved his implausible goal: he became the first person to walk around
the world on October 5, 1974. This was a truly memorable event in his life.
plausible
preferable plausable
plausible
2.
adventure of his own, so that’s just what he set out to do.
check to make sure underlines
are marked to overprint
(Window: Attributes)
continue onward. With his brother Pete as a companion, Dave resumed his walk four
at home.
preferable
1.
To some people, the idea of walking around the entire Earth might be laughable,
Not everything went smoothly on the trip, though. In fact, something truly horrible
happened: John was shot and killed by bandits as the brothers crossed through the
memorible
Finishing my
7. assignments
Finishing myduring
assignments
class isduring
__________________
class is __________________
to finishing them
to finishing them
at home.
Review Words
—Miguel de Unamuno
Sentence
made their journey easier.
The __________________
6. The __________________
trip to the amusement
trip to thepark
amusement
included park
exciting
included
roller exciting roller
Spelling Dictation
The Earthwalker: Dave Kunst
evidence that their walk was eligible for the Guinness World Records book. Because of
the scroll and their charity work, people felt safe in welcoming Dave and John, which
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Classroom Activity (BLM 7)
“Only he who attempts the absurd is capable of achieving the impossible.”
sign a special scroll. This scroll documented their incredible journey and became tangible
months later. More than four years, 20 million steps, and 21 pairs of shoes after he had
7.
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Word Study & VocabularyWord
4: Unit
Study
3: Suffixes
& Vocabulary
-able,4:-ible
Unit 3: Suffixes -able, -ible
3.
They also sought out officials in towns where they stayed and asked them to stamp and
3
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
7.
2.
As they traveled, Dave and John collected money for UNICEF, a charity for children.
feasible
combustible combustible
combustable combustable
memorable memorable
memorible
• Identify words with the suffixes -able and -ible in a passage
• Create lists of words organized by their suffixes/spelling
patterns
• Add suffixes to verbs to make adjectives
1.
of introduction and who contacted embassy officials around the world, asking them to
watch out for the walkers.
coasters and delicious
coasters food.
and delicious food.
terr____________
9.
terr____________
New Words
was also made possible by Senator Hubert Humphrey, who gave them an official letter
indelable
Vegetables
5.areVegetables
__________________,
are __________________,
so they will spoil
so they
if youwill
don’t
spoil
keep
if you
them
don’t keep them
incredable
Directions: Complete
Directions:
the word
Complete
by writing
the the
word
correct
by writing
suffix,the
-able
correct
or -ible,
suffix,in-able
the blank.
or -ible, in the blank.
6.
reproducible
indelible reproducible
reproducable reproducable
indelable
The art teacher
4. The
loved
art teacher
Juan’s drawing
loved Juan’s
and said
drawing
it wasand
__________________.
said it was __________________.
avoidable
5.
with just $1,000 and a dependable mule to carry their camping supplies. This adventure
in the refrigerator.
in the refrigerator.
incredible
irascible
3.
Dave and his brother John began their 14,450-mile journey in Minnesota on
June 20, 1970, traveling eastward on foot through Europe, Asia, and Australia. (They
gullable
Mom wrote
3. my
Mom
name
wrote
on the
my tag
name
inside
on the
my tag
tee inside
shirt with
my __________________
tee shirt with __________________
ink.
ink.
indelible
favorable
4.
agreeable
sustainible
gullible gullable
gullible
flew over areas where they couldn’t walk, like the Atlantic Ocean.) The brothers set off
Even my older
3. Even
brother
my is
older
__________________
brother is __________________
and sometimes
and
makes
sometimes
mistakes.
makes mistakes.
favorible
sustainable
sustainible
Unit
eligible
Date ____________________________________
Spelling Dictation
The Earthwalker: Dave Kunst
Brad’s handwriting
1. Brad’sis handwriting
so messy, itisisso
barely
messy,
__________________.
it is barely __________________.
invincable
invincible
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Name ___________________________________
ChooseChoose
the Word
the Word
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 the sentence.
1.
invincible
Word Study & VocabularyWord
4: Unit
Study
3: Suffixes
& Vocabulary
-able,4:-ible
Unit 3: Suffixes -able, -ible
Take-Home Activity (BLM 6)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
ChooseChoose
the Word
the Word
Directions: Read
Directions:
the sentences
Readand
thechoose
sentences
the and
wordchoose
that is the
spelled
wordcorrectly
that is spelled
AND makes
correctly
sense
AND makes sense
in the sentence. in the sentence.
from space. from space.
Day 4
5
5
Word Cards (BLM 4)
Materials:
• BLM 2: Category Cards
• BLM 5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
5
5
Word Cards (BLM
Word
5) Cards (BLM 5)
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
©2010 Benchmark Education Company, LLC
perishable perishable
compatiblecompatible
profitable profitable
preferable preferable
favorable
favorable washable
washable
4
Word Cards (BLM 4)
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
• Perform a timed sort of words by suffixes/spelling patterns
• Understand that -able is the most common spelling of the
suffix
comfortable
comfortable
washable washable
avoidable avoidable
contemptible
contemptible
Word No
+ -able
No Base
Word + -ible
Base WordBase
+ -able
Base Word
+ -ible
Oddballs Oddballs
5
5
5
5
terrible
4
agreeable agreeable
inevitable inevitable
intangible intangible
incredible incredible
fallible
fallible respectable
respectable
4
feasible
3
Word BankWord Bank
5
5
5
5
tangible
4
5
5
4
digestible
3
5
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. (Oddballs
category.
are words
(Oddballs
that do
arenot
words
fall into
thateither
do notoffall
theinto
other
either
twoofcategories.)
the other two categories.)
expandable
expandableremarkable
remarkable
sustainable
4
SortingSorting
by the Common
by the Common
Features
Features
of
of
SuffixesSuffixes
-able and
-able
-ible
and -ible
5
exhaustible
exhaustiblereasonable
reasonable
4
dependable
5
5
questionable
4
profitable
5
©2010 Benchmark Education Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
contemptible
contemptiblepreferable
preferable
4
decipherable
3
enjoyable
5
5
memorable
4
5
combustible
combustible possible
possible
4
compatible
5
5
irascible
4
plausible
3
4
comfortable
3
5
avoidable
avoidable incredible
incredible
inevitable
4
perishable
3
4
agreeable
4
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
©2010 Benchmark Education Company, LLC
Word Cards (BLM 3)
allowable
allowable horrible
horrible
foible
4
laughable
3
Students will:
affordable
3
attainable
Category Cards (BLM 2)
terrible
4
Word Cards (BLM 4)
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
4
feasible
3
Word Cards (BLM 3)
Word Study & VocabularyWord
4: Unit
Study
3: Suffixes
& Vocabulary
-able,4:-ible
Unit 3: Suffixes -able, -ible
Anchor Chart (BLM 1)
• Sort words by common features
adaptable
invincible
• Write sentences using words with the suffixes
-able and
-ible
Day 3
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
tangible
4
resistible
3
4
digestible
3
indelible
sustainable
4
punishable
3
4
dependable
3
formidable
questionable
4
profitable
3
4
decipherable
3
enjoyable
exhaustible
exhaustible
memorable
4
predictable
3
4
compatible
3
eligible
Oddballs
Oddballs
Some words
Some
do not
words
follow
do not
thisfollow
rule. These
this rule.
oddballs
Theseinclude:
oddballs include:
irascible
4
plausible
3
4
comfortable
3
edible
4
inevitable
4
perishable
3
foible
4
agreeable
3
corruptible
Base Word
Base
+ -able
Word + -ableNo Base Word
No Base
+ -ible
Word + -ible
affordable
3
laughable
3
Materials:
• Anchor Poster
Day 2
invincible
attainable
often added
often
when
added
there
when
is nothere
baseisword.
no base word.
remarkable
remarkable
adaptable
3
The suffixes
The-able
suffixes
and -ible
-ablesignal
and -ible
adjectives.
signal adjectives.
The suffix The
-ablesuffix
is
-able is
most oftenmost
added
often
to base
added
words,
to base
while
words,
the suffix
while the
-iblesuffix
is most
-ible is most
watch out for the walkers.
Day 5
2.
As they traveled, Dave and John collected money for UNICEF, a charity for children.
Students will:
3.
They also sought out officials in towns where they stayed and asked them to stamp and
sign a special scroll. This scroll documented their incredible journey and became tangible
evidence that their walk was eligible for the Guinness World Records book. Because of
the scroll and their charity work, people felt safe in welcoming Dave and John, which
• Spell words using the correct suffix
Sentence
made their journey easier.
Not everything went smoothly on the trip, though. In fact, something truly horrible
happened: John was shot and killed by bandits as the brothers crossed through the
mountains of Afghanistan. Dave, too, was shot, but survived, and he was determined to
Materials:
• Quick-Check Assessment
continue onward. With his brother Pete as a companion, Dave resumed his walk four
months later. More than four years, 20 million steps, and 21 pairs of shoes after he had
started, Dave achieved his implausible goal: he became the first person to walk around
the world on October 5, 1974. This was a truly memorable event in his life.
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
®
Kit 4_Unit 3_TG.indd 1
B
e
n
c
h
m
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 3:55:05 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Discuss with ELs that the suffix -able
makes adjectives. This will help them
understand the meaning of -able as a
suffix, and the meaning of words with this
suffix.
Make sure ELs understand the meaning
of words like enjoyable, edible,
comfortable, indelible, and other words
used in the unit. Provide more oral
sentences using the words and/or use
pictures or gestures to help explain their
meanings. For example, magazine pictures
of foods may help explain the meaning of
edible.
Blending Practice
If some students have difficulty reading the
words, point out how dividing the word
into smaller chunks and syllables can help
them read the word. For example, write
the word preferable on the chalkboard.
Point out the -able ending. Then show
how you use syllabification rules to divide
the rest of the word, before the consonant
f and after the consonant r: pre/fer/able.
Point out the prefix pre- and remind
students that this is an open syllable.
Point out that the second syllable is an
r-influenced syllable and also looks like a
word they know, her. Read each chunk in
the word and then blend them together:
pre/fer/able: preferable. Continue to
support students who need help with
blending throughout the week, using the
example words used in the lesson.
Review Suffixes -ent/-ence/-ency,
-ant/-ance/-ancy
Focus Words: competent, competence, expectant, expectance, competency,
expectancy, lenient, lenience, leniency
Write the words competent, competence, expectant, and expectance on the
chalkboard. Ask students to identify the suffix in each word. Say: The suffixes -ent
and -ant signal adjectives, and the suffixes -ence and -ance signal nouns. What
other suffixes signal nouns? (-ency, -ancy)
Write the remaining words on the chalkboard and have students complete the trio
of words.
Introduce Suffixes -able, -ible
Model
Write the following sentences on the chalkboard: I enjoy reading. Reading is
______. Circle the word enjoy in the first sentence. Say: I need the adjective form of
the word enjoy to complete the second sentence.
Write the word enjoyable in the blank. Say: Enjoyable has the suffix -able. The
suffix means “can be done.”
Write the following sentences on the chalkboard: The reverse of this shirt is nice.
The shirt is ______. Say: Now I need the adjective form of the word reverse, which
means “able to be reversed,” to complete the second sentence. I can add a suffix to
the base word reverse to make the adjective. I’ll add the suffix -ible.
Write the word reversible in the blank in the second sentence. Say: How do I know
when to add -able and when to add -ible? The suffix -able is usually added to base
words, or words that can stand alone. The suffix -ible is usually added to Greek or
Latin roots. In the word reverse, ver is a Latin root, not a base word.
Guide
Write the base and roots for the words allow, comfort, credit (root: cred), and
conduct (root: duct) on the chalkboard. Guide students to use the words in oral
sentences and then decide whether to add -able or -ible to make the adjective form.
Show students the anchor poster and tell them to use it to help them remember.
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
Ask students to write three sentences in their word study notebooks about their
hobbies or activities, using the adjectives adaptable, preferable, and incredible.
ISBN: 978-1-4509-0374-5
2 Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
Kit 4_Unit 3_TG.indd 2
©2010 Benchmark Education Company, LLC
6/7/10 3:55:05 PM
Spelling Words with -able, -ible
Unit Spelling Words: affordable, adaptable, dependable, reasonable,
compatible, feasible, formidable, digestible
Write the spelling words on the chalkboard, grouping the -able words together
and the -ible words together. Ask students to examine each category to see if they
notice a pattern. Say: When is the suffix spelled -able and when is it spelled -ible?
Circle the base word in each -able word. Say: The suffix -able is usually added to
base words, like the base word afford in affordable and depend in dependable.
The base words are verbs. Adding -able turns the verbs into adjectives. Words
with the -ible suffix usually do not contain a base word, or corresponding verb
form.
Explain to students that if they are unsure whether to spell a suffix -able or -ible,
they can look for a base word. If the adjective contains a base word, most often
the suffix will be spelled -able.
Circle the words formidable and digestible on the chalkboard. Explain that these
words and others like them are oddballs. The word formidable takes the suffix
-able, even though formid is not a base word. The word digestible takes the
suffix -ible, even though digest is a base word. Tell students that the only way to
know the spelling of these exceptions is to memorize them.
Ask students to copy each spelling word from the chalkboard into their word study
notebooks. Have them circle the base words where they can. Then have them
write a rule for adding -able or -ible to words.
Assessment Tip
Use students’ word study notebooks to
assess their understanding of the rule
regarding base words and the suffixes
-able and -ible. If students are having
difficulty, you may want to review base
words with them and reteach the concept
of -able with base words and -ible with no
base words.
Note which students have difficulty
using the spelling words in meaningful
sentences. Have students work with a
partner or use a dictionary to check the
meaning of each word, and then write new
sentences.
Supporting ELs
Pair ELs with a classmate to work together
to create definitions in their own words
for each spelling word. Definitions may be
delivered in writing, words, or gestures.
Encourage students to use demonstrations
or role-plays if their partner is having
difficulty understanding a word.
Home/School Connection
Students can take home a list of the unit
spelling words and practice reading,
writing, and spelling the words with a
family member.
©2010 Benchmark Education Company, LLC Kit 4_Unit 3_TG.indd 3
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible 3
6/7/10 3:55:06 PM
Day Two
Providing Support
If any students struggle with the “Common
Features Sort,” pair the struggling student
with a classmate who shows understanding
of the concepts. Have the students redo
the “Common Features Sort” together,
explaining each step aloud.
Review Suffixes -able, -ible
Write the base word question and the word root compat on the chalkboard, along
with the suffixes -able and -ible. Ask students which suffix goes with which word.
Have them explain how they know which suffix to add. Ask a volunteer to use the
words in oral sentences.
Common Features Sort
Common Features Sort
Base Word No Base
+ -able
Word + -ible
Oddballs
Teacher Word Cards: same as BLM 3
Teacher Category Cards
enjoyable
profitable
predictable
laughable
punishable
adaptable
attainable
perishable
resistible
formidable
corruptible
Place the teacher category cards next to each other in a pocket chart.
invincible
edible
plausible
indelible
eligible
Hold up the word card adaptable and model sorting by the presence or absence of a
base word, and the suffix, and model where to place the word in the pocket chart.
Think aloud: The word adaptable contains the base word adapt. The suffix is
-able. So I’ll place adaptable in the chart under Base Word + -able.
Hold up the remaining cards one at a time and ask students to help you place
them. Prompt them to do a “think aloud” explaining why each word belongs in the
category.
Buddy Sort
Base Word + No Base
-able
Word + -ible
Oddballs
questionable
decipherable
sustainable
affordable
agreeable
comfortable
dependable
memorable
inevitable
digestible
irascible
foible
feasible
compatible
tangible
terrible
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.
Buddy Sort
Give students the category cards from BLM 2 and the word cards from BLM 4. Ask
them to work with a buddy to sort the words into the categories.
Spelling. Provide students with the unit spelling words affordable, feasible,
formidable, and digestible. Have students write sentences in their word study
notebooks using the spelling words. Next to each sentence, direct students to write
which category the word falls into (Base Word + -able, No Base Word + -ible, or
Oddballs).
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.
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Day Three
Speed Sort
Provide students with the category cards from BLM 2, a set of word cards from
BLM 5, and a stopwatch. Have students time themselves as they sort the word
cards.
When students finish, have them write their time on their paper and hand it to
another student to “grade.” The other student makes sure all the words have
been sorted correctly. For each word incorrectly sorted, the student must add two
seconds to his or her time.
Have students repeat the sort to see if they can improve their time and/or
accuracy.
Ask students, based on the results of their sorts, which suffix they think is more
common, -able or -ible. (-able) Ask students how this knowledge might help
them when they are unsure whether to spell a suffix -able or -ible. Tell them,
when in doubt, to guess -able because it is more common.
Applying Meaning. Give students BLM 7 and ask them to complete the cloze,
choosing the word with the correct spelling of the suffix and that makes sense in
the sentence.
Assessment Tip
After students complete BLM 7,
review their worksheets to assess their
understanding of the relationship between
the presence of base words and the suffix
-able and the absence of base words and
the suffix -ible. Note whether they need
more practice in the concept, or a review
of the oddball words that do not fit in
either category.
Speed Sort
Base Word
+ -able
No Base
Oddballs
Word + -ible
allowable
avoidable
expandable
favorable
preferable
reasonable
remarkable
respectable
washable
fallible
possible
horrible
incredible
exhaustible
contemptible
combustible
Providing Support
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner to read
and complete it.
Home/School Connection
Give students BLM 8 to complete with a
family member. Explain that they are to do
the same thing they did on BLM 7 in class.
Supporting ELs
Make sure that ELs understand what to do
on BLM 8 since there may not be anyone
at home who speaks English well enough
to help them complete it.
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Day Four
Providing Support
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 adjectives with the
suffixes -able and -ible.
Name ___________________________________
Date ____________________________________
The Earthwalker: Dave Kunst
“Only he who attempts the absurd is capable of achieving the impossible.”
—Miguel de Unamuno
To some people, the idea of walking around the entire Earth might be laughable,
if not impossible. But Dave Kunst, inspired by the 1969 moon landing, wanted an
adventure of his own, so that’s just what he set out to do.
make sure underlines
ed to overprint
Attributes)
Dave and his brother John began their 14,450-mile journey in Minnesota on
June 20, 1970, traveling eastward on foot through Europe, Asia, and Australia. (They
flew over areas where they couldn’t walk, like the Atlantic Ocean.) The brothers set off
with just $1,000 and a dependable mule to carry their camping supplies. This adventure
was also made possible by Senator Hubert Humphrey, who gave them an official letter
of introduction and who contacted embassy officials around the world, asking them to
watch out for the walkers.
Word Hunt
Give students a copy of the reading passage on BLM 9. Instruct them to read the
passage and underline the words they find that end with the suffix -able.
After students have completed the word hunt, ask volunteers to share the words that
they found. Have them identify oddball words. (oddball: memorable)
Next, have students read the passage a second time, finding and circling words that
end with the suffix -ible, and noting oddballs. (no oddballs)
Name ___________________________________
Date ____________________________________
Ask pairs of students
to begin
lists of words containing the suffixes -able and -ible in
Spelling
Dictation
Review Words
their word
study notebooks, placing a star next to oddballs.
1.
Then 2.ask the pairs to look at the passage a third time. Are there any verbs in the
text to3. which they can add the suffix -able or -ible and create an adjective? Allow
students to use a dictionary to check whether or not the words they create are real
Newand
Wordsto make sure they have spelled the suffix correctly. Students can add
words,
1.
these adjectives to their lists.
2.
As they traveled, Dave and John collected money for UNICEF, a charity for children.
3.
They also sought out officials in towns where they stayed and asked them to stamp and
sign a special scroll. This scroll documented their incredible journey and became tangible
evidence that their walk was eligible for the Guinness World Records book. Because of
the scroll and their charity work, people felt safe in welcoming Dave and John, which
made their journey easier.
Not everything went smoothly on the trip, though. In fact, something truly horrible
happened: John was shot and killed by bandits as the brothers crossed through the
mountains of Afghanistan. Dave, too, was shot, but survived, and he was determined to
continue onward. With his brother Pete as a companion, Dave resumed his walk four
months later. More than four years, 20 million steps, and 21 pairs of shoes after he had
started, Dave achieved his implausible goal: he became the first person to walk around
the world on October 5, 1974. This was a truly memorable event in his life.
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
©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 adjectives with the
suffixes -able and -ible.
Supporting ELs
Make sure ELs know the meanings of the
spelling words. Before student pairs use
BLM 11, have the partners tell each other
sentences using the spelling words.
Spelling Dictation
Sentence
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: resident, compliance, compliancy.
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: affordable, compatible, feasible.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
©2010 Benchmark Education Company, LLC
Dictate the following sentence and have students write it on their papers: If the price
is reasonable, this dependable car is a possible replacement for our old car.
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.
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Day Five
Spelling Assessment
Use the following procedure to assess students’ spelling of the unit spelling words:
•Say a spelling word and use it in a sentence.
•Have students write the word on their papers.
•Continue with the remaining words on the list.
•When students have finished, collect their papers and analyze their spelling of
the words.
•Use the assessment to plan small-group or individual practice.
Quick-Check Assessment
Assess students’ mastery of adjectives with the suffixes -able and -ible using the
Quick-Check for Unit 3.
Suggestions for Independent Practice
Fill in the Blank. Have students write meaningful cloze sentences that use words
from the word cards. Students can exchange sentences and try to complete them.
For some sentences, there may be more than one word that makes sense in the
sentence.
Basket-Spell. Divide students into two teams. The first contestant is given a word
to spell. If he or she spells it correctly, the team gets a point. In addition, the
contestant then has the opportunity to earn extra points. He or she attempts to
throw a “ball” (foam, crumpled paper, etc.) into a “basket” (such as a trash can).
Establish different distances from which the contestant can shoot the ball. If the
contestant makes the basket from the farthest distance, the team gets three more
points; from the middle distance, two points; and from the closest distance, one
point. Players from each team alternate until everyone has taken a turn. The team
with the most points wins.
Word Scramble. Have students write ten scrambled words from the word cards
on a sheet of paper. Students exchange papers with another student and try to
unscramble the words. You can use a stopwatch to time the students and see who
can unscramble the words the fastest.
Crossword Puzzle. Have students work in small groups to create simple
crossword puzzles using words from the word cards. They will write a clue for
each word and draw boxes on a sheet of graph paper in which to write the word.
Students can exchange puzzles with another group and try to solve them.
©2010 Benchmark Education Company, LLC Kit 4_Unit 3_TG.indd 7
Name ___________________________________
Date _______________________________________
Unit 3 Quick-Check: Suffixes -able, -ible
Answer Questions
Directions: Choose the word for each question that does not have the correct spelling of the suffix -able
or -ible. Next to each incorrect word, write the correct spelling.
1.
2.
a. profitible
profitable
____________
a. attainable
____________
b. plausible
____________
b. favorable
____________
c. perishable
____________
c. expandable
____________
d. punishable
____________
combustible
d. combustable ____________
a. laughable
____________
b. adaptible
adaptable
____________
3.
4.
a. questionable ____________
b. formidible
formidable
____________
c. reproducible ____________
c. respectable
____________
d. tangible
d. avoidable
____________
____________
Apply
Directions: In the space below, list three to five words you know that have the suffix -able or -ible.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
-able
-ible
Oddballs
decipherable
agreeable
preferable
sustainable
infallible
gullible
corruptible
resistible
Word Bank
decipherable,
corruptible, infallible,
gullible, resistible,
sustainable,
agreeable,
preferable
Think and Write about Suffixes -able, -ible
Directions: In the space below, explain how understanding that the suffix -able is added to base words
and is more common than -ible helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
©2010 Benchmark Education Company, LLC
Answer Key Unit 3 Quick-Check
Answer Key BLM 6
Base Word
+ -able
No Base
Word +
-ible
Oddballs
agreeable
comfortable
washable
perishable
profitable
preferable
avoidable
intangible
incredible
compatible
inevitable
contemptible
Answer Key BLM 7
1. decipherable
2. eligible
3. fallible
4. avoidable
5. incredible
6. -ible
7. -ible
8. -able
9. -ible
10. -able
11. -ible
Answer Key BLM 8
1. permissible
2. gullible
3. indelible
4. remarkable
5. perishable
6. memorable
7. preferable
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible 7
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Name ____________________________________
Date ________________________________________
Unit 3 Quick-Check: Suffixes -able, -ible
Answer Questions
Directions: Choose the word for each question that does not have the correct spelling of the suffix -able
or -ible. Next to each incorrect word, write the correct spelling.
1. a. profitible
____________
3. a. attainable
____________
b. plausible
____________
b. favorable
____________
c. perishable
____________
c. expandable
____________
d. punishable
____________
d. combustable ____________
2. a. laughable
____________
4. a. questionable ____________
b. adaptible
____________
b. formidible
____________
c. reproducible ____________
c. respectable
____________
d. tangible
d. avoidable
____________
____________
Apply
Directions: In the space below, list three to five words you know that have the suffix -able or -ible.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
-able
-ible
Oddballs
Word Bank
decipherable,
corruptible, infallible,
gullible, resistible,
sustainable,
agreeable,
preferable
Think and Write about Suffixes -able, -ible
Directions: In the space below, explain how understanding that the suffix -able is added to base words
and is more common than -ible helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 3: Suffixes -able, -ible
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