Review Prefix Assimilation ad - Benchmark Word Study Resource

Vocabulary
4
Unit
WordStudy
Prefix Assimilation ad-
Extend
9
Lesson Objectives
Day 1
Students will:
• Understand that ad- means “to, toward”
• Understand that ad- changes spelling depending on the first
letter of the root
• Understand that ad- words can be different parts of speech
• Define words using the meanings of the prefix and root
• Understand the spelling patterns ad-, ap-, as-, at-, and ac• Read and write words with the prefixes ad-, ap-, as-, at-,
and ac• Generate oral and written sentences using ad- words
accelerate
p
ap-
approach, approach,
apapproximate
approximate
s
s
as-
assertive, assertive,
asassociate associate
t
t
at-
attentive, attentive,
atattribute attribute
c
c
Materials:
• BLM 2: Category Cards
• BLMs 3–4: Word Cards
• BLM 6: Take-Home Activity
• Teacher Category Cards
• Teacher Word Cards—same as BLM 3
accompany,
accompany,
acaccelerateaccelerate
adadvice, adhesive
advice, adhesive
ac-
Category Cards (BLM
Category
2) Cards (BLM 2)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
adhesive
3
3
advertise
attribute
advice
attentive
3
Word Cards (BLM 3)
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
1.
a section 1.
at the
a section
end of aatwritten
the endwork
of a written workappear
appear
to agree to
2.
appendage
appendage
2.
to become
2. visible
to become visible
appendix
appendix
3.
to have respect
3. to for
have respect for
apparent
apparent
3.
proper or 3.
correct
proper or correct
applaud
applaud
4.
the process
4. ofthe
wearing
process
down
of wearing down assent
assent
4.
to clap the4.hands
to clap the hands
attribute
attribute
5.
a body part
5. such
a body
as apart
limbsuch as a limb
attrition
5.
a quality or
5. characteristic
a quality or characteristic
appropriate
appropriate
attrition
apprentice
acsignment
For __________________
7. For __________________
to the special to
music
the special
school, music
Larry had
school,
to pass
Larryanhad
audition.
to pass an audition.
admission
approach
adproach
admission atmission
adproach
Grandmother
8. Grandmother
asked Rosa toasked
__________________
Rosa to __________________
her to church.her to church.
9.
Becky’s __________________
9. Becky’s __________________
voice was clearvoice
and was
firm clear
as she
and
told
firm
theasbullies
she told
to the bullies to
accompany
adsemble
accompany
assemble
go away.
assertive adtentive
assertive apsertive
adtentive attentive
apsertive
a guitar.
astract accumulate
astract
accumulate
attract ascumulate
attract
apjustment
atproximation atproximation
adjustment
adtain
attainassailadtain
acsailassail
very well.
The doctor
8. said
The
there
doctor
is an
said
__________________
there is an __________________
between regular
between
physical
regular
activity
physical activity
The museum’s
9. The
latest
museum’s
__________________
latest __________________
is a beautiful painting
is a beautiful
by a French
paintingartist.
by a French artist.
association
adtention
association
attention acsociation
attention
acquisition
accident atcident
accident asquisition
atcident
mess. It wasn’t appealing at all. The whole batch tasted burned, and I had to
I made it or not!
Until next time,
Gina
asquisition
apjoining
Reading Passage (BLM 9)
Word Study & VocabularyWord
4: Unit
Study
9: Prefix
& Vocabulary
assimilation
4: Unit
ad-9: Prefix assimilation ad-
Take-Home Activity (BLM 8)
First Try
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
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Dictionaries (Day 4)
Date ____________________________________
Second Try
(if needed)
2.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Spelling Peer Check
1.
Sentence
That’s why I really want to get into the arts academy. I love all kinds of
arts, but I really need assistance with my cooking. I can’t wait to find out if
acsociation
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your
spelling words.
New Words
3.
too high, but whatever the problem was, it turned out to be a lumpy, sticky
I’ve always admired famous chefs on TV, and I love to watch cooking
they make . . . I mean, really, garlic ice cream? Yuck! Sometimes the food
2.
make risotto, which is a kind of creamy rice dish from Italy, but it turned out
10. My dog is10.
__________________
My dog is __________________
to my feelings,toand
my he
feelings,
seemsand
to know
he seems
whento know when
Name ___________________________________
3.
1.
But, they’re always good for a laugh, I guess! One time I tried to
horribly. I guess I didn’t stir it enough, or maybe the heat on the stove was
acsail
I am happy. I am happy.
adtuned adjoining
adtuned attuned
adjoining apjoining
attuned
Date ____________________________________
New Words
Sadly, I have to admit that my attempts at cooking don’t usually come out
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
3.
scrape it out of the pan and throw it away.
8.
acquisition
attentive
ascumulate
2.
they make . . . I mean, really, garlic ice cream? Yuck! Sometimes the food
adjustment
9.
adtention
1.
I’ve always admired famous chefs on TV, and I love to watch cooking
If I practice
7. running
If I practice
every running
day, I can
every
__________________
day, I can __________________
my goal of winning
my goal of winning
the race.
attain
Date ____________________________________
Review Words
crazy meals in just an hour; Mom and I love to laugh at the weird dishes
and good health.
and good health.
challenges, too. It’s exciting to see the chefs race each other to create these
looks really good, though, and it inspires me to give cooking a try myself.
Name ___________________________________
Spelling Dictation
Jake made
6. anJake
__________________
made an __________________
to his hat, turning
to his
it slightly
hat, turning
to theit slightly
right. to the right.
the race.
assemble
Sadly, I have to admit that my attempts at cooking don’t usually come out
very well.
2.
But, they’re always good for a laugh, I guess! One time I tried to
make risotto, which is a kind of creamy rice dish from Italy, but it turned out
3.
horribly. I guess I didn’t stir it enough, or maybe the heat on the stove was
too high, but whatever the problem was, it turned out to be a lumpy, sticky
mess. It wasn’t appealing at all. The whole batch tasted burned, and I had to
Sentence
That’s why I really want to get into the arts academy. I love all kinds of
arts, but I really need assistance with my cooking. I can’t wait to find out if
Students will:
I made it or not!
Until next time,
Gina
• Use knowledge of ad-, ap-, as-, at-, and ac- spelling patterns
to spell words correctly
Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
a
r
k
E
Spelling Dictation (BLM 10)
d
u
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
©2010 Benchmark Education Company, LLC
Materials:
• Quick-Check Assessment
m
7.
atmission
8.
ascompany
adsemble
Date ____________________________________
Dear Diary
looks really good, though, and it inspires me to give cooking a try myself.
approximationapproximation
apjustment
acsignment
1.
scrape it out of the pan and throw it away.
h
Name ___________________________________
challenges, too. It’s exciting to see the chefs race each other to create these
6.
The __________________
6. The __________________
works with a more
worksexperienced
with a morecarpenter
experienced
to learn
carpenter to learn
assignment
apprentice
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Choose theChoose
Word the Word
Spelling Dictation
crazy meals in just an hour; Mom and I love to laugh at the weird dishes
Word Study & VocabularyWord
4: Unit
Study
9: Prefix
& Vocabulary
assimilation
4: Unit
ad-9: Prefix assimilation ad-
but I’m especially interested in the cooking apprenticeship.
6.
Review Words
are so many arts I want to try, like clay modeling, woodworking, and yoga,
ac-
are so many arts I want to try, like clay modeling, woodworking, and yoga,
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
Have
the your
sentence.
child Have
write the
yourword
childinwrite
the blank.
the word in the blank.
Name ___________________________________
but I’m especially interested in the cooking apprenticeship.
ac-
accepted for admission to the arts academy program this summer? There
Directions: Read
Directions:
the sentences
Readand
thechoose
sentences
the and
wordchoose
that is the
spelled
wordcorrectly
that is spelled
AND makes
correctly
sense
AND
in makes
the
sense in the
sentence. Write the
sentence.
word inWrite
the blank.
the word in the blank.
Classroom Activity (BLM 7)
accepted for admission to the arts academy program this summer? There
check to make sure underlines
are marked to overprint
(Window: Attributes)
at-
as-
This waiting is driving me crazy! When will they let me know if I’ve been
2.
Word Study & VocabularyWord
4: Unit
Study
9: Prefix
& Vocabulary
assimilation
4: Unit
ad-9: Prefix assimilation ad-
This waiting is driving me crazy! When will they let me know if I’ve been
at-
as-
Prefix Assimilation
Prefix Assimilation
adad-
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Date ____________________________________
ap-
Parent Directions:
Parent
Have
Directions:
your child Have
read the
yourwords
child and
readdefinitions
the wordsand
andthen
definitions
draw aand
linethen
fromdraw
eacha line from each
word to its definition.
word to its definition.
10. As soon as
10.I __________________
As soon as I __________________
enough money
enough
from my
money
allowance,
from my
I will
allowance,
buy
I will buy
Dear Diary
ap-
Matching Matching
admire
new skills.
new skills.
adprentice adprentice
assignment
Name ___________________________________
ad-
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
admire
a guitar.
ad-
access
5
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
easily understood
1. easily understood
go away.
attribute
additional additional
assessmentassessment
approach approach
attractive attractive
apparent apparent
access
5
5
1.
Choose theChoose
Word the Word
• Identify words with the spelling patterns ad-, ap-, as-, at-,
and ac- in a passage and other texts
• Create lists of ad- words organized by their spelling patterns
• Use knowledge of ad-, ap-, as-, at-, and ac- spelling patterns
to spell words correctly
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Prefix Assimilation
Prefix Assimilation
adadDirections: Read
Directions:
the words Read
and definitions.
the words Draw
and definitions.
a line fromDraw
eachaword
line from
to its each
definition.
word to its definition.
Students will:
attempt
associate associate
attribute
5
Word Cards (BLM 5)
Matching Matching
approach
advice
accommodate
accommodate
adhesive adhesive
assemble assemble
attempt
attuned
attuned
5
Word Study & VocabularyWord
4: Unit
Study
9: Prefix
& Vocabulary
assimilation
4: Unit
ad-9: Prefix assimilation ad-
Word Cards (BLM 4)
7.
SpellingSpelling
PatternPattern
Sort Sort
accelerate accelerate
advertise advertise
approximate
approximate
advice
attractive
attractive
5
5
©2010 Benchmark Education Company, LLC
to agree to
©2010 Benchmark Education Company, LLC
5
5
Word Cards (BLM
Word
5) Cards (BLM 5)
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
©2010 Benchmark Education Company, LLC
5
applaud
applaud
4
Word Cards (BLM 4)
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
5
attainattain
5
appendix
appendix
attrition
4
5
5
4
appendage
3
5
attract
4
attribute
3
5
5
4
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
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 according
category
to the according
spelling oftothe
theprefix:
spelling
ad-,
of ap-,
the prefix:
as-, at-,
ad-,
or ap-,
ac-. as-, at-, or ac-.
assailassail
5
attrition
4
Word BankWord Bank
5
5
appear
appear
4
apparent
3
appoint
5
attention
4
5
4
appendage
3
advocate
advocate association
association
4
admission
3
5
adjustment
adjustment
4
assignment
4
attempt
3
5
assertive
4
admire
5
attract
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
approve
approve
acquisition
acquisitionapproximation
approximation
4
adjoining
3
associate
5
4
apparent
3
Word Cards (BLM 3)
appropriate
appropriate
5
5
assent
4
assessment
3
5
accomplish
accomplish
4
accumulate
3
administer
4
approach
4
assemble
access
access
apprentice
4
3
Category Cards (BLM 2)
attention
4
attentive
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
4
admission
3
Word Cards (BLM 3)
Word Study & VocabularyWord
4: Unit
Study
9: Prefix
& Vocabulary
assimilation
4: Unit
ad-9: Prefix assimilation ad-
assignment
4
attempt
advice
4
admire
3
3
assertive
4
associate
advertise
ac-
4
adjoining
3
3
assent
4
assessment
administer
ac-
accident
ascompany
Kit 4_Unit 9_TG.indd 1
adhesive
3
ad-
accompany
Materials:
• BLM 2: Category Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Category Cards
• Teacher Word Cards—same as BLM 5
c
at-
4
accumulate
3
appoint
• Sort words by spelling patterns and write them
n
at-
4
approach
4
assemble
3
3
Students will:
e
as-
apprentice
4
accompany
3
3
are also
less common
assimilations:
There areThere
also some
lesssome
common
assimilations:
af-,an-,
ag-,ar-.
al-, an-, ar-.
af-, ag-, al-,
approximate
3
B
as-
accident
3
additional
p
other consonants
other consonants
appreciate
approximate
3
roots beginning
Use spelling…
Example Words
Word rootsWord
beginning
in… Usein…
spelling…
Example Words
appreciate
3
3
®
accelerate
3
Anchor Chart (BLM 1)
• Sort words by spelling patterns
• Articulate rules for spelling changes in the prefix
adadditional
Day 5
ap-
Over time,
Over
the time,
/d/ sound
the /d/
has
sound
become
has assimilated,
become assimilated,
or
or
absorbed,absorbed,
into the sound
into the
at sound
the beginning
at the beginning
of many of many
words. The
words.
prefixThe
ad-prefix
changes
ad- to
changes
ap-, as-,toat-,
ap-,and
as-,ac-.
at-, and ac-.
Word Study & VocabularyWord
4: Unit
Study
9: Prefix
& Vocabulary
assimilation
4: Unit
ad-9: Prefix assimilation ad-
accommodate
Day 4
ap-
accommodate
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
Students will:
Day 3
ad-
3
Materials:
• Anchor Poster
Day 2
ad-
PrefixPrefix
Assimilation
Assimilation
ad- adThe prefixThe
ad-prefix
means
ad-“to”
means
or “toward.”
“to” or “toward.”
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
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 5:42:53 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Make sure ELs understand the meaning
of the prefix ad-. In Spanish, many prefix
spellings are the same as or similar
to English. For example, the Spanish
word for approximate (adjective)
is aproximado(a), and the word for
accompany is acompañar.
For Spanish speakers, you can use the
Spanish cognates adicional/additional
and apreciar/appreciate to help students
understand the meanings of these words.
Note that while attribute is both the noun
and verb form in English, Spanish has two
different words, el atributo (noun) and
atribuir (verb).
Review Prefix Assimilation ex-, obFocus Words: excavate, effusive, obstruction, opponent, offend, occupy
Ask students to recall what the prefixes ex- and ob- mean (ex-: “out, out of, or
beyond”; ob-: “against, in the way”). Have a volunteer state all the different spellings
of ex- and ob-. (ex-, ef-, ob-, op-, of-, oc-)
Write the word excavate on the chalkboard. Ask students why the prefix does not
change spelling. (Root starts with c; this prefix only changes in front of f.)
Repeat this process with the remaining words, writing them on the chalkboard and
having volunteers explain the rules governing the spelling changes, if any.
Introduce Prefix Assimilation adModel
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. Show students how you divide
the word adjoining into syllables: ad/
join/ing. Point out the prefix ad- always
forms the first syllable, and, in this case,
the suffix -ing forms the last syllable.
Point out that the first syllable is a closed
syllable with a short vowel sound, the
second syllable has a vowel diphthong,
and the final syllable is closed with a short
vowel sound. Read each syllable and then
blend the syllables together: ad/join/ing:
adjoining. Continue to support students
who need help with blending throughout
the week, using the example words used in
the lesson.
Tell students that ad- is one of the most common prefixes in English, but it is often
assimilated and so it takes many forms. Write the words adjoining, approach, and
attentive on the chalkboard. Circle the prefix in each word and tell students that apand at- are alternate spellings of the prefix ad-.
Ask students what the prefix ad- might mean. After students have had a chance to
suggest meanings, tell them that the prefix means “to or toward.” Say: The word
adjoining means “joined to or touching.” The word approach means “to move to,”
and the word attentive means “paying attention to.”
Tell students that ad- can also change spelling to as- and ac-, and write associate and
accompany on the chalkboard. Say: The word associate means “to join or connect
to,” and accompany means “to be a companion to.”
Tell students that words with the prefix ad- can be several parts of speech. For
example, approach can be a noun or a verb.
Guide
Show students the anchor poster and tell them to use it as a reference as they work
with the prefixes in this unit.
Have students practice defining and using words that begin with the prefix adand its variations. Write the words administer, approximate, and assertive on the
chalkboard. Guide students to define each word by considering the meaning of
the root, and then thinking about how the meaning of the prefix affects the overall
meaning of the word. Have students use the words in oral sentences.
©2010 Benchmark Education Company, LLC. All rights reserved.
Teachers may photocopy the reproducible pages for classroom use.
No other part of the guide may be reproduced or transmitted in whole or
in part in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage or retrieval system,
without permission in writing from the publisher.
Printed in Guangzhou, China.
XXXX-XXXX-XXXX
ISBN: 978-1-4509-0380-6
2 Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
Kit 4_Unit 9_TG.indd 2
©2010 Benchmark Education Company, LLC
6/7/10 5:42:53 PM
Apply
Assessment Tip
Ask students to choose four ad- words from the chalkboard and write sentences
using the words in their word study notebooks.
Note any students whose oral sentences
show a lack of understanding of the
meanings of the spelling words. Provide
examples of the spelling words in
meaningful sentences for practice.
Spelling Words with Prefix Assimilation
Notice which students have difficulty
understanding that the addition of the
prefix spellings ap-, as-, at-, and ac- to
roots creates doubled consonants. You
may want to review these spelling patterns
with students and have them practice
spelling additional ap-, as-, at-, and acwords.
Unit Spelling Words: advertise, additional, appoint, appreciate, assemble,
assessment, attribute, accommodate
Write the prefix spellings ad-, ap-, as-, at-, and ac- in a row on the chalkboard,
along with the unit spelling words arranged in random order on another part of
the chalkboard. Ask students to help you sort the words by the prefix spelling.
Write the words in the correct categories. Say: As I already know, the prefix
ad- sometimes changes spelling. Look at the words in the ap-, as-, at-, and accolumns. Can you describe the pattern of the spelling changes?
Providing Support
After their previous experience with prefix assimilation, students will probably
recognize that before roots beginning with the letters p, s, t, or c, the second
letter of the prefix changes to match the first letter of the root. Say: The prefix adchanges to ap-, as-, at-, and ac- before a root that begins with p, s, t, or c.
Point out that when the prefix changes spelling, it always doubles a consonant.
Note that adding the prefix ad- occasionally doubles a consonant, as in the word
additional. Underline all the doubled consonants in the words on the chalkboard.
Remind students to be sure to double the consonants when they spell these words.
Read the spelling words with students and ask volunteers to use the words in oral
sentences. Have students write the spelling words in their word study notebooks,
circling the prefix in each word.
©2010 Benchmark Education Company, LLC Kit 4_Unit 9_TG.indd 3
Point out that some words with a prefix
are pronounced differently when they are
nouns and adjectives than when they are
verbs. For example, the noun and adjective
associate is pronounced differently from
the verb associate.
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.
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad- 3
6/7/10 5:42:54 PM
Day Two
Providing Support
Tell students that accommodate is
one of the most commonly misspelled
words. People often leave out one c or
m. Discuss the etymology of this word
to help students remember its spelling.
Accommodate contains two prefixes (acand com-) added to the root mod. This
creates two sets of double consonants.
Pattern Sort
ad-
ap-
as-
advertise
additional
administer
adhesive
advice
appreciate
approximate
appoint
assemble
assessment
associate
at-
ac-
attentive
attempt
attribute
accommodate
accelerate
Review Prefix Assimilation adAsk students what the prefix ad- means. (“to, toward”) Ask a volunteer to tell the
other four ways that ad- can be spelled (ap-, as-, at-, and ac-).
Remind students that the prefix ad- changes to ap-, as-, at-, and ac- before a root
that begins with p, s, t, or c.
Write the roots vice, pendage, signment, tract, and celerate on the chalkboard. Ask
students which spelling of ad- goes with each and to explain why.
Pattern Sort
Teacher Word Cards: same as BLM 3
Teacher Category Cards
Place the category cards in a pocket chart.
Model sorting by the spelling of the prefix. Hold up the word card adhesive.
Think aloud: The root in the word adhesive starts with the letter h, so the prefix
does not change spelling. It remains ad-. So I’ll place adhesive in the chart
under ad-.
Place the card in the pocket chart.
Buddy Sort
Ask students to help you place the remaining cards. When volunteers tell you which
category to place the word in, ask them to identify the word’s root and then explain
why the prefix is spelled the way it is.
ad-
ap-
as-
adjoining
admire
admission
approach
appendage
apprentice
apparent
assignment
assertive
assent
at-
ac-
Buddy Sort
attract
attention
attrition
accident
accompany
accumulate
Give pairs of students the category cards and the word cards from BLM 4 and have
them sort the words by the spelling of the prefix.
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.
When students have finished sorting, ask them to list the words in each category. Ask
volunteers to identify each word’s root and explain why the prefix is spelled the way
it is.
Spelling. Have students create a five-column chart in their word study notebooks,
using the headings ad-, ap-, as-, at-, and ac-. Ask them to sort the spelling words
according to their prefix.
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.
4 Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
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Day Three
Writing Sort
Teacher Word Cards: same as BLM 5
Teacher Category Cards
Place the category cards in a pocket chart so that students can see them. Have
students write the categories in a row in their word study notebooks.
Say: In this sort, I will call out one word at a time. Write the word in the
appropriate category in your notebook.
Remind students that the prefix ad- changes spelling before roots starting with the
letters p, s, t, and c.
Read each card, one at a time. Pronounce each word twice, and give students time
to write the word in their notebooks before you read the next word.
After the cards are sorted, place them in the pocket chart so students can check
their spellings and the way they sorted the words.
Applying Meaning. Give students BLM 7 and have them correctly match the
words with their definitions and then complete the cloze sentences and matching
by choosing the words with the correct spelling and meaning.
Writing Sort
ad-
ap-
as-
advocate
adjustment
appear
appropriate
approve
approximation
applaud
appendix
assail
association
at-
ac-
attractive
attain
attuned
accomplish
acquisition
access
Assessment Tip
Review students’ completed BLM 7s to
assess their understanding of the spelling
and meaning of words with the prefix
ad-. If necessary, give students additional
spelling practice or provide them with
additional examples using the vocabulary
in meaningful sentences.
Oddballs
Providing Support
Tell students that any double letters after an initial a are a good sign that the prefix
ad- has been assimilated into the word. Explain that although this lesson focuses
on the spellings ad-, ap-, as-, at-, and ac-, this prefix can also appear as af-, ag-,
al-, an-, and ar-.
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner to read
and complete it.
Write examples of words with these other prefix spellings on the chalkboard, such
as affix, aggression, and allocate. Discuss what the prefix and root tell you about
the meaning of each word.
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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Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad- 5
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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
echo-read with you. Ask students to look
and listen for examples of words with the
prefixes ad-, ap-, as-, at-, and ac-.
Name ___________________________________
Date ____________________________________
Dear Diary
Give students a copy of the passage on BLM 9. Tell them that they will read the
passage and underline the words they find that have the prefixes ad-, ap-, as-, at-,
and ac-. Remind students that these letter combinations are not always prefixes even
though they appear at the beginning of a word. For example, in the word asleep, as
is not a prefix. Students can use a dictionary to check the derivation of a word if they
are unsure whether to underline it.
After students have completed the word hunt, ask volunteers to share the words that
they found.
Spelling Dictation
Name ___________________________________
Date ____________________________________
Review Words
This waiting is driving me crazy! When will they let me know if I’ve been
accepted for admission to the arts academy program this summer? There
are so many arts I want to try, like clay modeling, woodworking, and yoga,
make sure underlines
ed to overprint
Attributes)
Word Hunt
but I’m especially interested in the cooking apprenticeship.
I’ve always admired famous chefs on TV, and I love to watch cooking
challenges, too. It’s exciting to see the chefs race each other to create these
crazy meals in just an hour; Mom and I love to laugh at the weird dishes
they make . . . I mean, really, garlic ice cream? Yuck! Sometimes the food
Ask pairs
of students to add the words they find to the chart in their word study
1.
notebooks.
2.
Then ask the pairs to look through other texts to find words with the prefix ad- and
its spelling
variations and add these to the lists.
New Words
3.
looks really good, though, and it inspires me to give cooking a try myself.
1.
Sadly, I have to admit that my attempts at cooking don’t usually come out
very well.
2.
But, they’re always good for a laugh, I guess! One time I tried to
make risotto, which is a kind of creamy rice dish from Italy, but it turned out
horribly. I guess I didn’t stir it enough, or maybe the heat on the stove was
too high, but whatever the problem was, it turned out to be a lumpy, sticky
mess. It wasn’t appealing at all. The whole batch tasted burned, and I had to
scrape it out of the pan and throw it away.
That’s why I really want to get into the arts academy. I love all kinds of
arts, but I really need assistance with my cooking. I can’t wait to find out if
I made it or not!
Until next time,
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: exaggerate, opportunity, occasion.
Gina
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: appreciate, assessment, attribute.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
©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 prefix
spellings ad-, ap-, as-, at-, and ac-.
©2010 Benchmark Education Company, LLC
Dictate the following sentence and have students write it on their papers:
The parents built an additional room on their house to accommodate their
growing family.
Write the words and sentence on the chalkboard and have students self-correct their
papers.
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 4: Unit 9: Prefix assimilation ad-
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Day Five
Name ___________________________________
Spelling Assessment
Unit 9 Quick-Check: Prefix Assimilation adAnswer Questions
Directions: Choose the word for each question that does not have the correct spelling of the prefix ad-.
Next to each incorrect word, write the correct spelling.
Use the following procedure to assess students’ spelling of the unit spelling words:
1.
•Say a spelling word and use it in a sentence.
•Have students write the word on their papers.
2.
•Continue with the remaining words on the list.
•When students have finished, collect their papers and analyze their spelling of
the words.
a. approach
____________
____________
b. addictive
____________
c. associate
____________
c. accelerate
____________
d. approach
____________
d. aspendage
appendage
____________
a. adjoining
____________
4.
a. attempt
____________
b. assertive
____________
b. adhesive
____________
c. adcumulate
accumulate
____________
c. acsignment
assignment
____________
d. approximate
____________
d. apprentice
____________
Directions: In the space below, list three to five words you know that contain one of the prefixes ad-, ap-,
as-, at-, or ac-.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
ad-
ap-
advice
adjacent
admire
approximation
Word Bank
assent, advice, attuned,
adjacent, access, admire,
approximation, assail
as-
at-
ac-
assent
assail
attuned
access
Think and Write about Prefix Assimilation ad-
Assess students’ mastery of prefix assimilation ad- using the Quick-Check for
Unit 9.
Directions: In the space below, explain how understanding prefix assimilation ad- helps you as a reader,
speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
©2010 Benchmark Education Company, LLC
Answer Key Unit 9 Quick-Check
Answer Key BLM 6
Suggestions for Independent Practice
Spell and Dunk. Divide students into two teams. The teacher or a game referee
pronounces a word for the first competitor to spell. If it is spelled correctly, the
team gets a point. 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). The contestant can choose to shoot the ball from different
distances and earn extra points. Players from each team alternate until everyone
has taken a turn. The team with the most points wins.
Acrostics. Have pairs of students use a sheet of graph paper and a set of word
cards to create an acrostic. One student draws a card and reads the word aloud.
The other student writes the word on the graph paper. Then, the students switch
roles. After the first turn, students must write their word so that it uses at least one
letter from a word already on the paper. Challenge students to fit all the words in
their acrostic.
ad-
ap-
as-
advertise
advice
adhesive
additional
approximate
approach
apparent
assemble
associate
assessment
at-
ac-
attempt
attribute
attractive
accelerate
accommodate
access
Answer Key BLM 7
Picture Charades. Give small groups of students a set of word cards, paper, pens
or pencils, and a stopwatch. Have students sort through the word cards and decide
if any of the words have meanings that will be too difficult to communicate in
pictures. The first person chooses a word from the remaining cards and has two
minutes to draw pictures describing the word’s meaning while the other players
try to guess the word. Play continues until everyone has had a turn to draw and all
the word cards have been attempted.
Kit 4_Unit 9_TG.indd 7
3.
b. accompany
Quick-Check Assessment
©2010 Benchmark Education Company, LLC administer
____________
a. atminister
Apply
•Use the assessment to plan small-group or individual practice.
Parts of Speech Sort. Give students a set of word cards and have them sort the
words according to their part of speech. Remind students that there may be words
that can be more than one part of speech.
Date _______________________________________
1. apparent
2. assent
3. admire
4. attrition
5. appendage
6. apprentice
7. admission
8. accompany
9. assertive
10. accumulate
Answer Key BLM 8
1. appendix
2. appear
3. appropriate
4. applaud
5. attribute
6. adjustment
7. attain
8. association
9. acquisition
10. attuned
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad- 7
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Name ____________________________________
Date ________________________________________
Unit 9 Quick-Check: Prefix Assimilation adAnswer Questions
Directions: Choose the word for each question that does not have the correct spelling of the prefix ad-.
Next to each incorrect word, write the correct spelling.
____________
3. a. approach
____________
b. accompany
____________
b. addictive
____________
c. associate
____________
c. accelerate
____________
d. approach
____________
d. aspendage
____________
2. a. adjoining
____________
b. assertive
____________
b. adhesive
____________
c. adcumulate
____________
c. acsignment
____________
d. approximate
____________
d. apprentice
____________
1. a. atminister
4. a. attempt
____________
Apply
Directions: In the space below, list three to five words you know that contain one of the prefixes ad-, ap-,
as-, at-, or ac-.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
ad-
ap-
as-
at-
Word Bank
assent, advice, attuned,
adjacent, access, admire,
approximation, assail
ac-
Think and Write about Prefix Assimilation adDirections: In the space below, explain how understanding prefix assimilation ad- helps you as a reader,
speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad-
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