Objectives
Spelling and Thinking
Students will
• read the spelling words in list
form and in context.
• sort the spelling words according
to whether they have the prefix
pre-, re-, post-, or co-.
• read and remember this week’s
spelling strategy.
UNIT PRETEST
Use Pretest Sentences below. Refer to
the self-checking procedures on student
page 256. You may wish to use the Unit
15 Word List Overhead Transparency as
part of the checking procedure.
TEACHING THE STRATEGY
Spelling Mini-Lesson
Write prefix on the chalkboard.
Explain that the word prefix is made up
of two Latin word parts: pre and figere.
Ask students to recall the meaning of
the prefix pre-. Provide examples such as
prepaid, prerecorded, etc. Help them realize that pre means “before.” Explain further that figere means “to place.”
Point out that a prefix is a word part
that is “placed before” a base word to
change its meaning. Remind the students
that a base word is a word or word part
from which other words are made.
Explain that this week’s words each
have the prefix pre- or one of three other
prefixes: re-, post-, or co-. Write reappear,
postwar, and coworker. Ask volunteers to
identify the prefix and base word in each
word. Based on the meanings of these
words, discuss the meaning of each prefix.
(re- means “again,” post- means “after,” comeans “together”) Contrast the meaning of
each word with the meaning of its base
word. Ask a volunteer to read the spelling
list aloud. Clarify meanings as necessary.
Point out that the spelling of each base
word does not change even though a prefix was added to each word.
Read Remember the Spelling Strategy
on page 92.
T92
Order of answers may vary.
pre-
prerecorded
2. prehistoric★
★
3. precaution
★
4. prefix
5. prepaid
re★
6. reappear
7. recharge
8. rejoin
9. reform
★
1 0. refresh
1 1. reenter
12. reclaim
post★
13. postscript
★
14. posttest
15. postwar
★
16. postdate
co★
17. cooperate
18. coauthors
19. coexist
★
20. coworker
1.
Pretest Sentences (See procedures on pages Z10–Z11.)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
When I dialed the operator, I received a prerecorded message.
The rabbit seemed to disappear and then reappear in my garden.
Since Leslie forgot to mention something in her letter, she added a postscript.
Team players must cooperate to win a game.
A dinosaur is a prehistoric animal.
Correct your mistakes on the pretest to study for the posttest.
The coauthors agreed on the title of the book.
The battery will not work unless you recharge it.
A smoke detector is a safety precaution in case of fire.
Reconstruction occurred during the postwar period.
Did you rejoin the club when your membership ended?
To avoid war, all countries must peacefully coexist.
A prefix is added to the beginning of a word.
Plan the project with your coworker.
Some people are trying to reform the government.
Our company’s envelopes have prepaid postage.
Does the photograph refresh your memory?
I will send the check today, but I will postdate it with tomorrow’s date.
If you leave the park, have your ticket stamped so you can reenter.
The settlers drained the swamp to reclaim the land.
Objectives
Spelling and Vocabulary
Prefixes and Meanings
1.
2.
3.
4.
5.
6.
7.
8.
9.
reappear
postwar
postdate
postscript
coexist
prepaid
prerecorded
posttest
prefix
Sentence Completion
1 0.
1 1.
12.
13.
14.
15.
16.
reclaim
coauthors
recharge
reform
reenter
coworker
prehistoric
Using the Dictionary
17.
18.
19.
20.
cooperate
refresh
rejoin
precaution
Students will
• write spelling words with certain
meanings.
• complete sentences with spelling
words.
• use dictionary guide words to
locate spelling words.
Developing Oral
Language Skills
In words such as reenter (/rē ĕnv t;r/), a
prefix ending with a vowel is added to a
base word beginning with a vowel. This
combination may cause spelling problems
if students pronounce the two adjoining
syllables as a single syllable. Write reenter
on the chalkboard. Have students practice
pronouncing this word as a total of three
syllables.
Unit 15 Practice Masters
MEETING INDIVIDUAL NEEDS
Providing More Help
Have the students divide their papers into four columns and
write one of the prefixes (co-, post-, pre-, and re-) at the top of
each column. Draw the same chart on the chalkboard.
Pronounce each spelling word and ask volunteers to identify
the column in which the word belongs. Fill in the columns on
the chalkboard as the students do the same on their papers.
Students who need to study fewer words should use the
Alternate Word List. This list is starred on page T92 in the
Teacher Edition. The Unit 15 Practice Masters (Teacher
Resource Book) provide additional practice with these words.
T93