3
WordStudySpiral
Vocabulary
Suffixes -al, -ial, -ic
Lesson Objectives
Day 1
Students will:
• Understand the function and meaning of suffixes and base
words
• Understand how suffixes -al, -ial, and -ic affect parts of
speech
• Read and write words with suffixes -al, -ial, and -ic
-al
Suffixes
Suffixes
-al, -ial,
-al,
-ic-ial, -ic
-al
-ial
-ial
accidental
Base Word/
Base Word/
Suffix
Part of Speech
Part of Speech
globe (noun)
globe (noun)
-al, -ial
industry (noun)
industry (noun)
poet (noun)
poet (noun) -ic
-ic
-ic
poetic (adj.)
poetic (adj.)
-ic
Adjective
Adjective
Base Word/
Base Word/
Suffix
Part of Speech
Part of Speech
Materials:
• Anchor Poster
rehearse (verb)
rehearse (verb)
-al, -ial
memory (noun)
memory (noun)
rehearsal (noun)
rehearsal (noun)
-al, -ial
memorial (noun)
memorial
memorial
(noun) (adj.)
memorial (adj.)
Noun orNoun
Adjective
or Adjective
Adding Suffixes
Adding Suffixes
Day 2
Students will:
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
• Sort words according to their suffixes
• Sort words according to their part of speech
• Use and define words with suffixes -al, -ial, and -ic
magnetic
3
analytical
3
Category Cards (BLM 2)
4
5
memorial
3
3
comical
©2010 Benchmark Education Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
SortingSorting
with Suffixes
with Suffixes
-al, -ial,-al,
-ic -ial, -ic
5
3
fictional
industrial
tutorial
3
5
Materials:
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
classical
editorial
editorial
global
logical
musical
organic
organic
rhythmic rhythmic
logical
musical
-ic
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
5
1.
____________________________________________________________________
1. ____________________________________________________________________
2.
____________________________________________________________________
2. ____________________________________________________________________
3.
____________________________________________________________________
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
11:&Suffixes
Vocabulary
-al, -ial,
3: Unit
-ic 11: Suffixes -al, -ial, -ic
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
ChooseChoose
the Word
the Word
Name ___________________________________
Date ____________________________________
Name ___________________________________
Focus on Careers: Graphic Designer
Word BankWord Bank
global
angelic
angelic
bacterial bacterial
betrayal
dramatic dramatic
graphic
When we1.found
When
the we
wandering
found the
dog,
wandering
we did the
dog,
__________________
we did the __________________
thing: we
thing: we
Review Words
1.
A graphic designer is a person who uses words and images to
betrayal
coastal
coastal
communicate a message in print or on Web pages. The goal of the designer’s
heroic
patriotic
patriotic
work is more than simply to make the material look pretty; it is also to present
2.
it in a smart and logical manner. In addition to artistic skill, the job requires
1.
The Fourth
1. of The
July Fourth
is one of America’s
July is one__________________
of America’s __________________
holidays.
holidays.
problem-solving ability and attention to detail.
2.
__________________
2. __________________
regions usuallyregions
have the
usually
best have
seafood
the restaurants.
best seafood restaurants.
designer uses the same elements. For the words, the designer chooses one
3.
Whether designing for printed works or for on-line Web pages, a graphic
New Words
or more typefaces, or letter styles, from the thousands that are available.
3.
Drought isn’t
3. just
Drought
a local
isn’t
issue,
just it’s
a local
a __________________
issue, it’s a __________________
problem.
problem.
3.
I didn’t understand
3. I didn’t
until
understand
I saw a __________________
until I saw a __________________
representationrepresentation
of the system.of the system.
4.
Sheila was4.trained
Sheilainwas
__________________
trained in __________________
music, but shemusic,
preferred
but she
to play
preferred
jazz to play jazz
4.
Each year4.the Each
newspaper
year the
gave
newspaper
awards togave
the awards
city’s most
to the
__________________
city’s most __________________
instead.
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
1.
Typographic elements help produce the mood, from serious to comic and
from simple to dramatic. The designer also chooses both the size (height)
2.
and weight (darkness) of the words set in each typeface.
residents to honor
residents
their to
bravery.
honor their bravery.
instead.
3.
The pictorial part may consist of photographic images or illustrations, and
both of these may be either realistic or abstract. A realistic image would be
5.
The catchy
5.songs
The from
catchy
thesongs
__________________
from the __________________
stuck in Roger’s
stuck
head
in for
Roger’s
weeks.
head for weeks.
5.
something like a photograph or drawing of a horse, while an abstract image
Saul’s haircut
5. was
Saul’s
a __________________
haircut was a __________________
change—very short
change—very
instead of
short
veryinstead
long. of very long.
might be shapes that don’t depict a specific object. Color—or the lack of it in a
6.
The poetry
6.theThe
students
poetryread
the students
was __________________
read was __________________
and had goodand
imagery.
had good imagery.
7.
The newspaper
7. The
rannewspaper
an __________________
ran an __________________
on Sunday about
on Sunday
how theabout
city needs
how the city needs
more parks. more parks.
8.
Date ____________________________________
Every day7.the Every
soap opera
day the
focused
soap opera
on new
focused
lies and
on __________________.
new lies and __________________.
8.
The doctor
8. suspected
The doctor
thatsuspected
Yin had a that
__________________
Yin had a __________________
infection.
infection.
The designer must combine these elements in an original way to make the
Name ___________________________________
Focus on Careers: Graphic Designer
Date ____________________________________
Take-Home Activity (BLM 8)
communicate a message in print or on Web pages. The goal of the designer’s
First Try
Second Try
(if needed)
2.
work is more than simply to make the material look pretty; it is also to present
it in a smart and logical manner. In addition to artistic skill, the job requires
3.
problem-solving ability and attention to detail.
Whether designing for printed works or for on-line Web pages, a graphic
designer uses the same elements. For the words, the designer chooses one
New Words
or more typefaces, or letter styles, from the thousands that are available.
1.
Typographic elements help produce the mood, from serious to comic and
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.
©2010 Benchmark Education Company, LLC
Reading Passage (BLM 9)
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
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.
1.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Name ___________________________________
Review Words
A graphic designer is a person who uses words and images to
message effective. Whether creating a small logo, a book, or a Web site, the
designer’s job is the same: to communicate in a way that makes people notice.
Reading Passage (BLM 9)
Word Study & VocabularyWord
3: Unit
Study
11:&Suffixes
Vocabulary
-al, -ial,
3: Unit
-ic 11: Suffixes -al, -ial, -ic
Spelling Dictation
Materials:
• Quick-Check Assessment
Sentence
effect.
usually they were
usually
littlethey
devils.
were little devils.
11
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Classroom Activity (BLM 7)
Name ___________________________________
7.
black-and-white piece—is another part of design that contributes to the overall
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Word Study & VocabularyWord
3: Unit
Study
11:&Suffixes
Vocabulary
-al, -ial,
3: Unit
-ic 11: Suffixes -al, -ial, -ic
• Spell words with -al, -ial, and -ic
The twin boys
6. The
were
twin
__________________
boys were __________________
when their grandma
when their
camegrandma
to visit, but
came to visit, but
It takes a 8.
pretty
It takes
__________________
a pretty __________________
mind to understand
mind to
how
understand
rockets work.
how rockets work.
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Students will:
6.
Unit
All of the 2.
vegetables
All of the
were
vegetables
__________________
were __________________
and locally grown.
and locally grown.
graphic
heroic
Date ____________________________________
Spelling Dictation
ChooseChoose
the Word
the Word
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.
called the number
calledon
the
itsnumber
collar. on its collar.
2.
5
Word Study & VocabularyWord
3: Unit
Study
11:&Suffixes
Vocabulary
-al, -ial,
3: Unit
-ic 11: Suffixes -al, -ial, -ic
Word BankWord Bank
• Identify words with suffixes -al, -ial, and -ic
• Write and spell words with -al, -ial, and -ic
5
Word Cards (BLM 5)
analytical analytical
classical
-ic
5
scientifi
scientifi
c
c
Word Cards (BLM
Word
5) Cards (BLM 5)
©2010 Benchmark Education Company, LLC
Directions: Read
Directions:
each sentence
Readand
each
choose
sentence
the and
correct
choose
wordthe
from
correct
the word
wordbank.
from the word bank.
1.
-ial
-ial
5
5
5
5
Word Cards (BLM 4)
Students will:
5
diplomatic
diplomatic symbolic
symbolic
tribal
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
©2010 Benchmark Education Company, LLC
-al
-al
5
reversal
reversal
5
critical
critical
Word Cards (BLM 4)
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
5
5
5
5
4
4
5
5
5
rhythmic
editorial
3
personal
personal
clinical
clinical
4
4
Word BankWord Bank
catastrophic
catastrophic
critical
critical
apologetic apologetic
personal personal
ceremonialceremonial
atomic
atomic
removal removal
realistic realistic
reversal reversal
diplomatic diplomatic
revival
revival
financial financial
bridal
bridal scientific scientific
clinical
clinical
symbolic symbolic
5
ceremonial
ceremonial removal
removal
4
dramatic
3
5
5
5
patriotic
4
territorial
3
5
organic
4
coastal
5
catastrophic
catastrophic realistic
realistic
4
classical
3
rental
musical
musical
betrayal
betrayal
4
logical
4
rehearsal
3
5
heroic
4
bridal
3
dramatic
4
bacterial
3
poetic
Word Cards (BLM 3)
Day 5
5
atomic
atomic
graphic
4
official
3
burial
• Sort words according to their accented syllable
angelic
3
arrival
Students will:
Day 4
5
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
©2010 Benchmark Education Company, LLC
Word Cards (BLM 3)
apologetic
apologetic financial
financial
global
4
4
Word Cards (BLM 4)
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
tribal
4
Word Cards (BLM 3)
Word Study & VocabularyWord
3: Unit
Study
11:&Suffixes
Vocabulary
-al, -ial,
3: Unit
-ic 11: Suffixes -al, -ial, -ic
4
editorial
3
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your word
child read
and place
each itword
in the
and
correct
place chart
it in the
column.
correct chart column.
alphabetical
3
Day 3
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Anchor Chart (BLM 1)
accidental
Materials:
• BLM 2: Category Cards
• BLMs 3–4: Word Cards
• BLM 6: Take-Home Activity
• Teacher Category Cards
• Teacher Word Cards—memorial, poetic
Category Cards (BLM
Category
2) Cards (BLM 2)
Word Study & VocabularyWord
3: Unit
Study
11:&Suffixes
Vocabulary
-al, -ial,
3: Unit
-ic 11: Suffixes -al, -ial, -ic
rhythmic
4
tutorial
3
4
dramatic
3
industrial
patriotic
4
territorial
3
4
coastal
3
fictional
fiction + alfiction
= fictional
+ al = fictional
arrive – e arrive
+ al = –arrival
e + al = arrival
industry – industry
y + ial =–industrial
y + ial = industrial
magnet + magnet
ic = magnetic
+ ic = magnetic
organic
4
rental
3
4
classical
3
dramatic
Noun Noun
logical
4
rehearsal
3
4
bridal
3
comical
Suffix
New Word/Part
New Word/Part
of Speech of Speech
heroic
4
poetic
3
4
bacterial
3
burial
Sometimes
Sometimes
adding -al,
adding
-ial produces
-al, -ial produces
a noun ora noun or
a noun and
a noun
an adjective.
and an adjective.
graphic
4
official
3
4
angelic
3
arrival
industrial (adj.)
industrial (adj.)
global
4
memorial
3
global (adj.)
global (adj.)
analytical
3
alphabetical
Suffix
New Word/Part
New Word/Part
of Speech of Speech
-al, -ial
magnetic
3
The suffixes
The -al,
suffixes
-ial, and
-al, -ic
-ial,usually
and -icsignal
usually
adjectives.
signal adjectives.
from simple to dramatic. The designer also chooses both the size (height)
2.
and weight (darkness) of the words set in each typeface.
3.
The pictorial part may consist of photographic images or illustrations, and
both of these may be either realistic or abstract. A realistic image would be
something like a photograph or drawing of a horse, while an abstract image
might be shapes that don’t depict a specific object. Color—or the lack of it in a
Sentence
black-and-white piece—is another part of design that contributes to the overall
effect.
The designer must combine these elements in an original way to make the
message effective. Whether creating a small logo, a book, or a Web site, the
designer’s job is the same: to communicate in a way that makes people notice.
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
®
Kit 3_Unit 11_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
6/25/10 1:38:26 PM
©2010 Benchmark Education Company, LLC
Day One
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, point to the word
poetic on the chalkboard. Show how you
divide the word into three syllables:
po/et/ic. Explain that because the o in
the first syllable is long, it is also open
(po), that the second syllable has a short
e (et), and the third syllable has a short
i (ic). Read each syllable and then blend
the syllables together: po/et/ic: poetic.
Continue to support students who need
help with blending throughout the week,
using the example words used in the
lesson.
Assessment Tip
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.
Review Suffixes -ty, -ity
Focus Words: casualty, anxiety, activity, popularity
Review suffixes -ty and -ity. Write casualty, anxiety, activity, and popularity on the
chalkboard and have students identify their suffixes. After students have sorted the
words, have them define each word and use it in an oral sentence.
Introduce Suffixes -al, -ial, -ic
Model
Write the following suffixes on the chalkboard: -al, -ial, and -ic. Say: This week we
are going to study suffixes -al, -ial, and -ic. They all have the meaning “like” or
“pertaining to.” Sometimes these suffixes are used to change base words that are
nouns into adjectives or to change base words that are verbs into nouns.
Write the words fictional, burial, and magnetic on the chalkboard below the
appropriate suffix and read them aloud.
Point to the word fictional. Say: The noun fiction is something that is made up,
like a story. The adjective fictional is made when you add the suffix -al to fiction,
and means “like a story” or describes something that is made up. For example, a
fictional town is one that is made up and doesn’t really exist.
Next, point to the word burial. Say: The word burial is made up of the verb bury
plus the suffix -al, which changes it into a noun. A burial is “the ceremony or the act
of burying someone.”
Repeat this process with magnetic.
Point out to students that when adding suffixes -al, -ial, and -ic to base words, the
accented syllable in the new word sometimes changes. Use fictional (fic/tion/al) as
an example of a word whose accented syllable is the same as in its base word
(fic/tion), and magnetic (mag/net/ic) as an example of a word whose accented
syllable is different from its base word (mag/net).
Guide
Show students the anchor poster to reinforce how adding -al, -ial, or -ic changes the
usage of a word.
©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
Write rehearsal on the chalkboard. Then have a volunteer identify the suffix and the
base word. Say: Rehearsal means “the act of rehearsing.” This is another example
of a verb that becomes a noun when the suffix -al is added to it. Have students
generate other examples of verbs becoming nouns using the different suffixes and
write them in the appropriate columns on the chalkboard.
Ask for volunteers to use some of the words from the chalkboard in an oral sentence.
ISBN: 978-1-4509-0286-1
2 Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
Kit 3_Unit 11_TG.indd 2
©2010 Benchmark Education Company, LLC
6/25/10 1:38:27 PM
Apply
Supporting ELs
Write the words official, heroic, and removal on the chalkboard. Have students
help you sort them into the -al, -ial, or -ic columns. Next, have students work in
pairs to generate words with suffixes -al, -ial, and -ic. Have them sort the words
and write them in their word study notebooks.
Support English Learners by using
Spanish cognates for words with suffix
-ic. Explain that Spanish uses -ico instead
of -ic. Cognates include: magnético(a)/
magnetic; alfabético(a)/alphabetical;
poético(a)/poetic; heroico(a)/heroic.
Spelling Words with Suffixes
Unit Spelling Words: accidental, realistic, poetic, industrial, memorial,
territorial, arrival, rehearsal
List the spelling words on the chalkboard and say them aloud. First draw students’
attention to the words accidental, realistic, and poetic. Define the words as
needed. Ask students to identify the suffixes in these words. Then ask if the base
words have undergone any spelling changes. Students should be able to identify
that no spelling changes occurred in the base words before the suffixes were
added. Say: These four words have one thing in common: their base words all
end with consonants. So we can say that when a base words ends in a consonant,
we don’t need to change its spelling before adding one of these suffixes.
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.
Next, focus on industrial, memorial, and territorial. Demonstrate that the -y
becomes i in words ending with the suffix -ial.
Finally, draw students’ attention to arrival and rehearsal. Have students explain
what spelling change has occurred with the base words arrive and rehearse.
Say: To create rehearsal from the base word rehearse, what do we do? (Drop
the e and add -al.) With words that end with -e, we drop the e before adding the
suffix.
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 11_TG.indd 3
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic 3
6/25/10 1:38:27 PM
Day Two
Review Suffixes -al, -ial, -ic
Common Features Sort
Adjective
Noun or
Adjective
Noun
accidental
alphabetical
comical
dramatic
fictional
industrial
magnetic
poetic
territorial
memorial
official
tutorial
rental
arrival
burial
rehearsal
List the following words on the chalkboard: comical, industrial, and dramatic. Say:
Discuss these words with a partner. First identify each base word and read it aloud.
Then name the part of speech and use it in a sentence. Have students write their
sentences in their word study notebooks.
Common Features Sort
Teacher Word Cards: memorial, poetic
Teacher Category Cards: Adjective, Noun or Adjective, Noun
Speed Sort
-al
-ial
-ic
analytical
bridal
classical
coastal
global
logical
tribal
bacterial
editorial
angelic
dramatic
graphic
heroic
organic
patriotic
rhythmic
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.
Display the category cards in the pocket chart. Say: Today you are going to sort a set
of words according to parts of speech. Remember that a noun is a person, place, or
thing, and that an adjective is a word that describes a noun.
Next demonstrate sorting memorial. Say: Memorial has to do with memory.
I know two meanings for memorial. One is an event that is held in memory of
someone or something. It is a thing, so it is a noun. I also know memorial as an
adjective when it describes something, such as a memorial statue. It is a noun or an
adjective, so I will place it under Noun or Adjective. Nouns ending in -al or -ial can
usually also be used as adjectives.
Have students work with you to sort poetic. As you sort, also have them help
you determine the part of speech of the base word. Say: Poetic is an adjective
to describe something that pertains to poetry. The base word poet is a noun, but
the derived word poetic is an adjective. Place poetic in the pocket chart under
Adjective.
Give each student BLM 3 and the category cards Adjective, Noun or Adjective,
and Noun from BLM 2. Have them sort all of the cards into these categories. Have
partners work together to sort the words into the appropriate categories.
Speed Sort
Teacher Category Cards: -al, -ial, -ic
Place the category cards in the pocket chart. Explain that students are going to do a
“Speed Sort” on their own, categorizing words according to their suffixes.
Give each student a set of the word cards from BLM 4 and a stopwatch. Have
students sort the cards into -al, -ial, -ic categories from BLM 2 as quickly as they can
with accuracy. Have partners check each other’s work. Then have them repeat the
sort and try to beat their last time.
Spelling. Have students use the category cards from BLM 2 to sort the spelling words
according to the parts of speech. Have the students write the categories into their
word study notebooks. Read the words aloud and have students write the words in
the appropriate categories.
4 Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
Kit 3_Unit 11_TG.indd 4
©2010 Benchmark Education Company, LLC
6/25/10 1:38:27 PM
Day Three
No Peeking Sort
Explain to students that today they will be listening to words you read and sorting
them according to whether the accented syllable changes when the suffix is added
to the base word.
Write the following categories on the chalkboard: No Change of Accented Syllable
and Change of Accented Syllable.
Model sorting the word critical. Say: I am going to sort the word critical. Its base
word is critic: crit/ic. The first syllable is the accented syllable. When the suffix
-al is added, it becomes critical: crit/i/cal. The first syllable is still the accented
syllable, so I sort the word into the No Change column.
Have students try the next one with you. Provide the word ceremonial and have
a volunteer say the word aloud, emphasizing the accented syllable. Then say
ceremony. Have the volunteer sort the word into the correct category.
Read the rest of the words from BLM 5 aloud to students, along with their base
words. Have students sort each word according to whether the accent changes
from the base word to the derived word or not.
Applying Meaning. Give students BLM 7 and have them complete the cloze,
choosing the correct word with suffix -al, -ial, or -ic.
No Peeking Sort
No Change of
Accented Syllable
Change of
Accented Syllable
clinical
critical
personal
removal
reversal
betrayal
musical
apologetic
atomic
catastrophic
ceremonial
diplomatic
financial
realistic
scientific
symbolic
Assessment Tip
Note which students have difficulty hearing
which syllables are accented. Give a small
group of these students several words to
review with each other. Have them use
a dictionary and read each word aloud,
emphasizing the accented syllables.
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
someone at home. 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.
©2010 Benchmark Education Company, LLC Kit 3_Unit 11_TG.indd 5
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic 5
6/25/10 1:38:28 PM
sure underlines
overprint
butes)
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 -al,
-ial, and -ic.
Name ___________________________________
Date ____________________________________
Word Hunt
Give each student a copy of the passage on BLM 9. Tell them that they are going to
read the passage and hunt for words that have the suffixes -al, -ial, and -ic.
Read a few lines of the passage aloud and model finding and circling words that
include the suffixes -al, -ial, and -ic. Ask students to complete the rest of the word
hunt on their own.
After students have completed the search, have volunteers share and define the
words they found. Ask students to identify each word’s part of speech.
Name ___________________________________
Date ____________________________________
Spelling Dictation
Focus on Careers: Graphic Designer
A graphic designer is a person who uses words and images to
communicate a message in print or on Web pages. The goal of the designer’s
work is more than simply to make the material look pretty; it is also to present
Next have students create a three-column chart in their word study notebooks with
-al, -ial,1.and -ic as headings. Have students copy the words they circled into the
2.
correct column
of the chart.
Review Words
it in a smart and logical manner. In addition to artistic skill, the job requires
problem-solving ability and attention to detail.
Whether designing for printed works or for on-line Web pages, a graphic
designer uses the same elements. For the words, the designer chooses one
or more typefaces, or letter styles, from the thousands that are available.
3.
Challenge students to search through other classroom texts for words with -al, -ial,
and -ic. New
suffixes.
Words Have them add these words to their lists.
1.
Typographic elements help produce the mood, from serious to comic and
from simple to dramatic. The designer also chooses both the size (height)
2.
and weight (darkness) of the words set in each typeface.
The pictorial part may consist of photographic images or illustrations, and
both of these may be either realistic or abstract. A realistic image would be
something like a photograph or drawing of a horse, while an abstract image
might be shapes that don’t depict a specific object. Color—or the lack of it in a
black-and-white piece—is another part of design that contributes to the overall
effect.
The designer must combine these elements in an original way to make the
message effective. Whether creating a small logo, a book, or a Web site, the
designer’s job is the same: to communicate in a way that makes people notice.
Answer Key Reading Passage (BLM 9)
Spelling Dictation
3.
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: certainty, safety, minority.
Dictate the following words from this week’s unit, one at a time, and have students
write them on their BLMs: accidental, rehearsal, industrial.
Home/School Connection
Dictate the following sentence and have students write it on their papers: Before her
client’s arrival, Amber organized all the files in alphabetical order.
Have students take the reading passage on
BLM 9 home to read to a family member
and point out the words with suffixes -al,
-ial, and -ic.
Write the words and sentence on the chalkboard and have students self-correct their
papers.
Reading Passage (BLM 9)
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
Spelling Dictation (BLM 10)
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
©2010 Benchmark Education Company, LLC
Supporting ELs
Spelling Practice
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.
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 11: Suffixes -al, -ial, -ic
Kit 3_Unit 11_TG.indd 6
©2010 Benchmark Education Company, LLC
6/25/10 1:38:29 PM
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.
Name ___________________________________
Date _______________________________________
Unit 11 Quick-Check: Suffixes -al, -ial, -ic
Answer Questions
Directions: Choose the word from the word bank that makes the most sense in the sentence.
Word Bank
accidental
alphabetical
official
territorial
1.
alphabetical
Ms. Wainwright usually
calls off students’ names in __________________
order.
•Have students write the word on their papers.
2.
official
The government __________________
looked over our papers, stamped them, and
•Continue with the remaining words on the list.
3.
The Kaplans’ dog is so __________________
that he barks whenever someone comes
territorial
4.
Although the mistake
Jane made was __________________
and could happen to
accidental
•When students have finished, collect their papers and analyze their spelling of
the words.
•Use the assessment to plan small-group or individual practice.
sent us on our way.
near the fence.
anyone, it was still upsetting.
Apply
Directions: On the lines below, list five words you know that have suffixes -al, -ial, and -ic.
____________
Quick-Check Assessment
Assess students’ mastery of suffixes -al, -ial, and -ic using the Quick-Check for
Unit 11.
Suggestions for Independent Practice
Funny Fill-Ins. Have pairs of students each write a short cloze paragraph/story
that is missing some nouns and adjectives with -al, -ial, and -ic. For example, the
first sentence of a paragraph might read: It was a cold, dark night, and Fredric
was more [adjective] than a [noun]. Without allowing their partners to look at
the paragraph, have students ask their partners to name nouns and words with
comparative suffixes to complete the story. Then partners read the stories to each
other.
Word Find. Have pairs of students create and solve word finds. Give each student
six 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.
Brainstorm Related Words. Give students the word cards and have them
brainstorm other forms of the words from the unit, for example, the noun global,
the adverb globally, and the adjective global. Have students check the spelling of
the words. Encourage students to write the words in their word study notebooks.
Make Words. Give groups a set of letter cards and the word cards from BLM 3.
Have students spell each spelling word using the letter cards. Students alternate
reading a word card while the other students spell the word.
Crossword Puzzle. Have students work with a partner to create a crossword
puzzle that uses some -al, -ial, and -ic words from the word cards. Then pairs can
swap their puzzles with another pair and solve.
©2010 Benchmark Education Company, LLC Kit 3_Unit 11_TG.indd 7
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
-al
-ial
-ic
arrival
comical
fictional
burial
industrial
memorial
official
dramatic
magnetic
Word Bank
arrival, burial,
comical, fictional,
industrial, dramatic,
magnetic, memorial,
official
Think and Write about Suffixes -al, -ial, -ic
Directions: In the space below, explain how understanding suffixes -al, -ial, and -ic helps you as a reader,
speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
©2010 Benchmark Education Company, LLC
Answer Key Unit 11 Quick-Check
Answer Key BLM 6
-al
-ial
-ic
bridal
clinical
critical
personal
removal
reversal
revival
ceremonial
financial
apologetic
atomic
catastrophic
diplomatic
realistic
scientific
symbolic
Answer Key BLM 7
1. logical
2. organic
3. global
4. classical
5. musical
6. rhythmic
7. editorial
8. analytical
Answer Key BLM 8
1. patriotic
2. Coastal
3. graphic
4. heroic
5. dramatic
6. angelic
7. betrayal
8. bacterial
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic 7
6/25/10 1:38:29 PM
Name ____________________________________
Date ________________________________________
Unit 11 Quick-Check: Suffixes -al, -ial, -ic
Answer Questions
Directions: Choose the word from the word bank that makes the most sense in the sentence.
Word Bank
accidental
alphabetical official
territorial
1. Ms. Wainwright usually calls off students’ names in __________________ order.
2. The government __________________ looked over our papers, stamped them, and
sent us on our way.
3. The Kaplans’ dog is so __________________ that he barks whenever someone comes
near the fence.
4. Although the mistake Jane made was __________________ and could happen to
anyone, it was still upsetting.
Apply
Directions: On the lines below, list five words you know that have suffixes -al, -ial, and -ic.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
-al
-ial
-ic
Word Bank
arrival, burial,
comical, fictional,
industrial, dramatic,
magnetic, memorial,
official
Think and Write about Suffixes -al, -ial, -ic
Directions: In the space below, explain how understanding suffixes -al, -ial, and -ic helps you as a reader,
speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 11: Suffixes -al, -ial, -ic
Kit 3_Unit 11_TG.indd 8
©2010 Benchmark Education Company, LLC
6/25/10 1:38:30 PM