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- Kit 4_Unit 9_TG.indd 4 ©2010 Benchmark Education Company, LLC 6/7/10 5:42:54 PM 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. ©2010 Benchmark Education Company, LLC Kit 4_Unit 9_TG.indd 5 Word Study & Vocabulary 4: Unit 9: Prefix assimilation ad- 5 6/7/10 5:42:54 PM 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- Kit 4_Unit 9_TG.indd 6 ©2010 Benchmark Education Company, LLC 6/7/10 5:42:55 PM 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 6/7/10 5:42:56 PM 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- Kit 4_Unit 9_TG.indd 8 ©2010 Benchmark Education Company, LLC 6/7/10 5:42:56 PM
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