Vocabulary
4
Unit
WordStudy
Greek and Latin Elements for Order equa/equi,
medi, prim, proto, secu/sequ
Extend
17
Lesson Objectives
Day 1
Students will:
• Understand the meaning of Greek and Latin elements
equa/equi (“equal”), medi (“middle”), prim (“first”),
proto (“first”), and secu/sequ (“follow”)
• Identify Greek and Latin elements equa/equi, medi, prim,
proto, and secu/sequ in words
• Understand that identifying the Greek and Latin elements in
words can help them define words
• Use Greek and Latin elements and other word parts to
define words
• Brainstorm words with the Greek and Latin elements
• Use word parts to spell words with the Greek and Latin
elements equa/equi, medi, prim, proto, and secu/sequ
Day 2
consequence
Students will:
Element Element
medi
prim
3
3
proto
Materials:
immediate
• Anchor Poster
intermediary
• BLM 2: Category Cards
mediocre
• BLMs 3–4: Word Cards
• BLM 6: Take-Home Activity
• Teacher Category Cards—equal, middle, first, follow
• Teacher Word Card—consecutive
immediate
follow
follow
consecutive
4
4
equanimity
5
5
4
median
4
My sister 1.
____________
My sister ____________
studies math at
studies
college,
math
butatshe
college,
is alsobut
studying
she is Spanish.
also studying Spanish.
2.
The ____________
2. The ____________
period of history
period
is also
of history
called the
is also
Middle
called
Ages.
the Middle Ages.
consequentially
consequentially
consecuentially
consecuentially
primarily protorily
primarily
protorily
first
first
follow
follow
5
sequence
sequence
5
5
5
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Word Study & VocabularyWord
4: Unit
Study
17:&Greek
Vocabulary
and Latin
4: Unit
elements
17: Greek
equa/equi,
and Latinmedi,
elements
prim,
equa/equi,
proto, secu/sequ
medi, prim,©2010
proto,Benchmark
secu/sequEducation
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Name ___________________________________
Date ____________________________________
1.
A child needs
1. A____________
child needs ____________
sleep to be healthy
sleep and
to besucceed
healthy in
and
school.
succeed in school.
2.
A student2.____________
A student ____________
at our school helps
at ourstudents
school helps
settlestudents
arguments
settle
andarguments
disputes. and disputes.
inconsequential
inconsequential
adequate
3.
equinox
protoeval equanox
equinox primeval
equanox
1.
looking over her judge’s clipboard at the student standing before her.
adequite
adequate enconsequential
adequite enconsequential
proton
prottonmediator
proton midiator
mediator
2.
“Well, it’s just a prototype, so I haven’t worked out all the bugs yet,” said
3.
use this machine to get a treat by herself, but the primary reason I built it was
midiator
mostly for fun. I call it Dixie’s Doodad.”
equivocate
equivocate
pryme prime
prymeequavocate
prime
New Words
“That’s great,” said Ms. McGill, making notes on Dashawn’s science project.
All the foods
3. on
All the
the menu
foods look
on the
good
menu
so Ilook
____________
good so I ____________
over which meal
overtowhich
order.meal to order.
primeval
4.
The softball
4. team
The won
softball
twoteam
____________
won two ____________
games, one last
games,
weekone
and last
oneweek
this week.
and one this week.
5.
Mom stepped
5. Mom
in to stepped
____________
in to ____________
the argument the
between
argument
James
between
and Miguel.
James and Miguel.
“Can you explain how it works?”
equavocate
4.
The dancers
4. learned
The dancers
a newlearned
____________
a new ____________
of steps for the
ofperformance.
steps for the performance.
5.
I enjoyed 5.
this Ibook
enjoyed
because
this book
it wasbecause
all aboutit an
wasinteresting
all about an
____________.
interesting ____________.
primitive
prototive consecutive
primitive consecutive
consequtive consequtive
medium
meedium
medium
secuence
meedium
sequence
secuence
1.
2.
latch here,” he said, indicating a small lever on the front of a contraption built
with rods, connectors, and a long tube. It looked like a scaffold with a plastic
sequence
3.
container of cat treats secured to the top. “When she pushes the latch, it
mediate
midiate
mediate prosacute
midiate
prosecute
prosacute
prosecute
protagonist
6.
Suzy cut the
6. cake
Suzyand
cut Roberto
the cakechose
and Roberto
the firstchose
piece,the
so the
first servings
piece, sowere
the servings were
7.
Lisa is a ____________
7. Lisa is a ____________
teenager who teenager
enjoys listening
who enjoys
to music
listening
and spending
to music and
timespending time
8.
When you’re
8. having
When you’re
a bad day,
having
it can
a bad
be day,
hard ittocan
keep
be your
hard ____________.
to keep your ____________.
____________.____________.
equatable
equidistant
equatable
equidistant
equadistant equadistant
equitable
Wen lost the
6. first
Wenchess
lost the
match
firstbut
chess
beat
match
his opponent
but beat his
in aopponent
____________
in a ____________
match.
match.
7.
The ____________
7. The ____________
forest has remained
forest has
unchanged
remained
forunchanged
thousands for
of years.
thousands of years.
primmal
equanimity
8.
primatologist primatologist
primmatologistprimmatologist
protozoan
Word Study & VocabularyWord
4: Unit
Study
17:&Greek
Vocabulary
and Latin
4: Unit
elements
17: Greek
equa/equi,
and Latinmedi,
elements
prim,
equa/equi,
proto, secu/sequ
medi, prim,©2010
proto,Benchmark
secu/sequEducation
©2010Company,
Benchmark
LLCEducation Company, LLC
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
Date ____________________________________
Take-Home Activity (BLM 8)
Name ___________________________________
First Try
Second Try
(if needed)
2.
3.
mostly for fun. I call it Dixie’s Doodad.”
New Words
“Can you explain how it works?”
1.
“Well, the first step in the sequence is when Dixie puts her foot on this
2.
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.
Spelling Dictation (BLM 10)
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Dictionaries (Day 1)
Date ____________________________________
Spelling Peer Check
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your
spelling words.
use this machine to get a treat by herself, but the primary reason I built it was
“That’s great,” said Ms. McGill, making notes on Dashawn’s science project.
“Wow,” his teacher said, impressed. “It’s almost like you taught your cat to
brush her teeth!” Dashawn grinned broadly, hoping he might win the prize for
best project at the fair.
proatozoan
Word Study & VocabularyWord
4: Unit
Study
17:&Greek
Vocabulary
and Latin
4: Unit
elements
17: Greek
equa/equi,
and Latinmedi,
elements
prim,
equa/equi,
proto, secu/sequ
medi, prim,©2010
proto,Benchmark
secu/sequEducation
©2010Company,
Benchmark
LLCEducation Company, LLC
looking over her judge’s clipboard at the student standing before her.
latch here,” he said, indicating a small lever on the front of a contraption built
proatozoan
protozoan
Reading Passage (BLM 9)
1.
with rods, connectors, and a long tube. It looked like a scaffold with a plastic
to keep her teeth clean.”
This scientist
8. isThis
a ____________
scientist is a ____________
who studies how
whogorillas
studiesraise
howtheir
gorillas
babies.
raise their babies.
Spelling Dictation
“Well, it’s just a prototype, so I haven’t worked out all the bugs yet,” said
dental treats and other kinds of treats she likes. That way, she only gets a dental
protoeval
protokol
Review Words
the boy modestly. “We give my cat Dixie treats to keep her teeth clean. She can
Sentence
“Because Dixie likes more than one treat a day, I added an equal number of
subsecuent
seequential
protoeval
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Name ___________________________________
“Dashawn, can you explain what your invention does?” asked Ms. McGill,
primeval
sequential seequential
primeval
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Classroom Activity (BLM 7)
Date ____________________________________
bottom of the container. The rod pulls the door open, and a cat treat falls out
into this tube. It shoots down the tube into the dish, where Dixie can eat it.”
treat sometimes—not every time consecutively. One dental treat a day is enough
prototypical
primatypical primatypical
equanimity
protocol equanimmity
protocol equanimmity
protokol
primal
primmalsubsequent
primal subsequent
subsecuent
sequential
with her friends.
with her friends.
intermediary intermediary
intramediary intramediary
prototypical
immediately pulls down on this rod, which connects to a little door on the
protagonist
intermediary intermediary
primtagonist primtagonist
interrmediary interrmediary
6.
equitable
Date ____________________________________
Review Words
“Dashawn, can you explain what your invention does?” asked Ms. McGill,
On the spring
3. On
____________,
the spring ____________,
day and night day
are almost
and night
exactly
are almost
the same
exactly
length
theall
same length all
prototive
Name ___________________________________
Spelling Dictation
Dixie’s Doodad
Parent Directions:
Parent
Have
Directions:
your child Have
read the
yoursentence
child read
and
the
choose
sentence
the and
wordchoose
that makes
the word
sense
that
in makes
the
sense in the
sentence and is sentence
spelled correctly.
and is spelled
Remindcorrectly.
your child
Remind
to useyour
whatchild
he or
to she
use knows
what he
about
or she
Greek
knows
andabout
Latin Greek and Latin
elements to figure
elements
out the to
meaning
figure out
of words.
the meaning of words.
“Well, the first step in the sequence is when Dixie puts her foot on this
• Identify words with Greek and Latin elements in a passage
• Add word parts to words with Greek and Latin elements to
create other forms of the words
• Spell words with Greek and Latin elements
3.
container of cat treats secured to the top. “When she pushes the latch, it
Day 5
middle
the boy modestly. “We give my cat Dixie treats to keep her teeth clean. She can
primmal
over the world.over the world.
Dixie’s Doodad
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
middle
Word Study & VocabularyWord
4: Unit
Study
17:&Greek
Vocabulary
and Latin
4: Unit
elements
17: Greek
equa/equi,
and Latinmedi,
elements
prim,
equa/equi,
proto, secu/sequ
medi, prim,©2010
proto,Benchmark
secu/sequEducation
©2010Company,
Benchmark
LLCEducation Company, LLC
protton
protoeval
equality
prosecute prosecute
immediate immediate
equal
ChooseChoose
the Word
the Word
1.
3.
5
5
Word Cards (BLM 5)
midieval
medieval primal
midievalprimmal
primal
sequel
primeval primeval
primer
consequence
consequence
mediocrity mediocrity
equidistantequidistant
subsequentsubsequent
equality
Word Cards (BLM
Word
5) Cards (BLM 5)
ChooseChoose
the Word
the Word
medieval
5
5
5
©2010 Benchmark Education Company, LLC
Word Cards (BLM 4)
• Sort words according to the number of syllables they contain
primer
5
protozoan
protozoan
prime
prime
subsequent
4
equitable equitable
mediator mediator
sequel
equal
5
5
5
5
Word Cards (BLM 4)
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
©2010 Benchmark Education Company, LLC
SortingSorting
by Meaning
by Meaning
intermediate
intermediate
primarily primarily
equivocateequivocate
protagonistprotagonist
primatologist
primatologist sequel
sequel
sequential
4
immediately pulls down on this rod, which connects to a little door on the
bottom of the container. The rod pulls the door open, and a cat treat falls out
into this tube. It shoots down the tube into the dish, where Dixie can eat it.”
Sentence
“Because Dixie likes more than one treat a day, I added an equal number of
dental treats and other kinds of treats she likes. That way, she only gets a dental
treat sometimes—not every time consecutively. One dental treat a day is enough
to keep her teeth clean.”
“Wow,” his teacher said, impressed. “It’s almost like you taught your cat to
brush her teeth!” Dashawn grinned broadly, hoping he might win the prize for
best project at the fair.
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
Students will:
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
• Spell words with Greek and Latin elements
Materials:
• Quick-Check Assessment
®
Kit 4_Unit 17_TG.indd 1
B
e
n
c
h
m
a
r
k
E
d
u
c
a
t
i
o
©2010 Benchmark Education Company, LLC
Word BankWord Bank
5
5
5
primal
primal
4
intermediate
5
5
prototypical
4
5
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your word
child read
and write
each itword
on the
andchart
writewith
it onthe
thecorrect
chart with
meaning,
the correct meaning,
either equal, middle,
either equal,
first, ormiddle,
follow. first, or follow.
5
prosecutor
prosecutor
5
4
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
mediocrity
mediocrity protoplasm
protoplasm
4
equitable
5
subsequent
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
mediator
mediator protagonist
protagonist
4
proton
4
5
5
primarily
4
equinox
5
medial
medial
4
equidistant
primeval
primeval
5
5
primacy
4
3
5
4
median
3
Word Cards (BLM 3)
equivocate
equivocate primordial
primordial
medieval
4
prototype
adequate
adequate
mediate
consequent
3
Category Cards (BLM 2)
sequential
4
prototype
Word Cards (BLM 3)
Directions: Read
Directions:
the sentence
Read
and
the
choose
sentence
the and
wordchoose
that makes
the word
sense
that
in makes
the sentence
sense and
in the
is sentence
spelled and is spelled
correctly. Remember
correctly.
to use
Remember
what you to
know
use about
what you
Greek
know
andabout
Latin Greek
elements
andtoLatin
helpelements
you figure
to out
helpthe
you figure out the
meaning of words.
meaning of words.
check to make sure underlines
are marked to overprint
(Window: Attributes)
mediocre
4
intermediate
3
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Name ___________________________________
Five Syllables
Five Syllables
prototypical
4
protocol
Category Cards (BLM
Category
2) Cards (BLM 2)
Anchor Chart (BLM 1)
Students will:
Students will:
intermediary
4
equitable
3
Word Study & VocabularyWord
4: Unit
Study
17:&Greek
Vocabulary
and Latin
4: Unit
elements
17: Greek
equa/equi,
and Latinmedi,
elements
prim,
equa/equi,
proto, secu/sequ
medi, prim,©2010
proto,Benchmark
secu/sequEducation
©2010Company,
Benchmark
LLCEducation Company, LLC
4
Materials:
• BLM 2: Category Cards
• BLM 5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Category Cards—One Syllable, Two Syllables,
Three Syllables, Four Syllables, Five Syllables
• Teacher Word Card—protozoan
Three Syllables
Three Syllables
proton
4
prosecute
Word Study & VocabularyWord
4: Unit
Study
17:&Greek
Vocabulary
and Latin
4: Unit
elements
17: Greek
equa/equi,
and Latinmedi,
elements
prim,
equa/equi,
proto, secu/sequ
medi, prim,©2010
proto,Benchmark
secu/sequEducation
©2010Company,
Benchmark
LLCEducation Company, LLC
protocol
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
Day 4
Two Syllables
Two Syllables
consecutive,
consecutive,
sequel sequel
4
equinox
3
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
Word Cards (BLM 3)
Day 3
prototypeprototype
primarily
4
primitive
3
3
3
3
first
Four Syllables
Four Syllables
prosecute
3
equilibrium
One Syllable
One Syllable
4
equidistant
3
3
3
3
first
proto
secu/sequsecu/sequ
primitive
3
primary primary
primacy
4
primer
3
4
equanimity
3
equator
first
4
medieval
4
primate
3
mediate
4
consequent
3
3
3
equilibrium
first
consecutive
3
primary
equality
equal equal
medium medium
first
medium
equal
3
follow follow
• Sort words according to their Greek or Latin elements
equality
primate
• Sort words according to the meanings of their Greek or Latin
equator
primer
elements
3
middle
first
prim
consequence
equalequator, equinox
equator, equinox
middle
medi
medi
proto proto
middle middle
3
3
prim
secu/sequ
secu/sequ
primary
3
equal
medi
3
prim
Meaning MeaningExample Words
Example Words
equa/equiequa/equi
medium
3
equal
equa/equi
equa/equi
Greek Greek
and Latin
and Elements
Latin Elements
for Order
for Order
equa/equi,
equa/equi,
medi, prim,
medi,proto,
prim, proto,
secu/sequ
secu/sequ
n
C
o
m
p
a
n
y
6/8/10 4:27:15 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Use demonstrations to make sure that
ELs understand the meanings of the
Greek and Latin elements. Display pairs of
common classroom items such as pencils,
paperclips, or textbooks to communicate
the meaning of equa/equi. Then place
three objects in a row and point to the
middle one to show medi, and the first
one to show prim and proto. Ask students
to act out “follow” to show the meaning of
secu/sequ.
Review Greek and Latin Elements for Ruling
and Governing archy, cracy, dom, reg
Focus Words: monarchy, democracy, dominate, regulation
Write the focus words on the chalkboard. Ask students to identify the Greek or Latin
element in each word.
Ask them to tell you what they know about these elements. Students should explain
that archy and cracy mean “government,” dom means “lord,” and reg means “rule.”
Students may also mention that archy and cracy are suffixes, while dom and reg
may appear at the beginning of words or after a prefix.
Ask volunteers to define each word on the chalkboard, and then have students turn
to a buddy and use the words in oral sentences.
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, point to the word
prototype on the chalkboard. Show how
you divide the word after each o into three
syllables. Explain that you now have two
open syllables and a VCe syllable, which
means that the vowel sound in each
syllable is long. Read each syllable and
then blend the syllables together:
pro/to/type: prototype. Continue to
support students who need help with
blending throughout the week, using the
example words used in the lesson.
Introduce Greek and Latin Elements for Order
equa/equi, medi, prim, proto, secu/sequ
Model
Write the Greek and Latin elements equa/equi, medi, prim, proto, and secu/sequ on
the chalkboard. Model for students how to make an educated guess at the meanings
of these elements. Say: I’m going to brainstorm words that have these elements. The
word equal contains equa. The element medi appears in the word medium. The
element prim is in the word primary. I know the word prototype, which contains
proto. The word sequel contains sequ.
Write the words equal, medium, primary, prototype, and sequel on the chalkboard
under the appropriate elements. Explain how the meanings of these words reflect
the meaning of the Greek and Latin elements. Say: “Equal” is the meaning of the
element equa or equi. Medium means “not small and not large.” So medi probably
means “middle.” The word primary describes something that comes first. So prim
means “first.” A prototype is a thing that comes first, so the element proto also
means “first.” A sequel is a book or movie that follows an earlier book or movie.
The element secu or sequ means “follow.”
Write the meaning of each element on the chalkboard.
©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: 978-1-4509-0388-2
2 Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
Kit 4_Unit 17_TG.indd 2
©2010 Benchmark Education Company, LLC
6/8/10 4:27:16 PM
Guide
Assessment Tip
Write the words equator, intermediate, primitive, protozoan, and consecutive on
the chalkboard. Have students identify the Greek or Latin element in each word
and tell its meaning. Ask volunteers to use what they know about the meanings
of the elements to help them figure out the meanings of the words. Reinforce for
students that separating words into parts and using the meanings of the parts
can help them define new words. Students may recognize the prefixes inter(“between”) and con- (“with”) and the root zo, meaning “animal.”
Notice which students have difficulty
identifying the Greek and Latin elements,
including prefixes and suffixes. Review
the Greek and Latin elements as well as
common affixes.
Apply
Have students work in small groups to brainstorm at least three words with each
of the elements equa/equi, medi, prim, proto, and secu/sequ. Have them list
their words in their word study notebooks. Students may check the dictionary to
see if the words they’ve brainstormed are actual words and to check their spelling
and derivation. Caution students that not all words with these letter combinations
come from the same Greek or Latin elements. For example, the word secure
comes from the root cura, meaning “care,” not from the root secu.
Spelling Words with Greek and Latin
Elements for Order
Unit Spelling Words: consequence, equilibrium, intermediary, protocol,
mediator, equality, primate, prosecute
Write the words consequence, equilibrium, and intermediary on the chalkboard.
Say: When we know Greek and Latin elements in words, we already know how to
spell one or more pieces of the longer word. Underline the Greek or Latin element
in each word on the chalkboard. We can also use our knowledge of prefixes and
suffixes to remember how to spell words. Circle the prefixes con- and inter- and
the suffixes -ence, -ium, and -ary in the words on the chalkboard.
Supporting ELs
Many of the spelling words may be difficult
for ELs to understand. Provide simpler
synonyms wherever possible, such as the
synonym balance for equilibrium,
go-between for intermediary, and
average for mediocre. Pictures of
primates (monkeys, gorillas, etc.) will help
explain the word primate.
For Spanish-speaking students, you
can supply the following cognates: la
consecuencia/consequence; la igualdad/
equality; el equilibrio/equilibrium;
intermedio(a)/intermediate; procesar/
prosecute; el protocolo/protocol. The
words mediocre and primate have the
same spelling and meaning in English and
Spanish.
Home/School Connection
Students can take home a list of the
spelling words and practice reading,
writing, and spelling the words with a
family member.
Write the word protocol on the chalkboard. Point out that of these Greek and Latin
elements, proto is always found at the beginning of words. The other elements
are often, but not always, at the beginning. Write the word mediator on the
chalkboard below the word intermediary to reinforce this concept.
Write the rest of the spelling words on the chalkboard, and have students tell you
which word parts to underline as Greek or Latin elements and which word parts to
circle as affixes.
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Day Two
Review Greek and Latin Elements for Order
equa/equi, medi, prim, proto, secu/sequ
Providing Support
As students complete each sort, encourage
them to note any elements they found
difficult to recognize, define, or spell. Give Show students the anchor poster to review rules for the Greek and Latin elements
students additional practice with these
for order.
elements, or have them redo the sort using
Write the words equanimity, median, primeval, prototypical, and sequential on the
the word cards from a different BLM.
chalkboard. Ask students to turn to a buddy and take turns identifying the Greek
or Latin element in each word. Have them state the meaning of each element and
Pattern Sort
explain how it can help them figure out the meaning of the word.
equa/equi
medi
prim
equal
equality
equator
equilibrium
intermediary
mediocre
medium
immediate
primary
primate
primer
primitive
proto
secu/sequ
protocol
prototype
consequence
prosecute
Buddy Sort
equal
middle
equanimity
equidistant
equinox
equitable
intermediate
median
mediate
medieval
first
follow
primacy
primarily
proton
prototypical
consecutive
sequential
subsequent
consequent
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.
Pattern Sort
Tell students that they are going to sort a set of words according to which Greek or
Latin element they contain: equa/equi, medi, prim, proto, or secu/sequ.
Give students the category cards with the Greek and Latin elements from BLM 2 and
the word cards from BLM 3. Have them sort the words. When they have finished,
have them ask a buddy to check their work to make sure all the words are sorted
correctly.
Buddy Sort
Teacher Word Card: consecutive
Teacher Category Cards: equal, middle, first, follow
Place the category cards in a pocket chart. Explain that students will work in pairs.
Choose a student to help you model the sort. Give the student the word card
consecutive and have him or her say the word. Say: As my partner pronounces the
word, I listen for the Greek or Latin element. I hear the element secu in this word, so
I tell my partner to place the word in the secu/sequ category.
Remind students that there are two elements with the meaning “first”: prim and
proto.
Give students the category cards with the meanings from BLM 2 and the word cards
from BLM 4 and have them sort the words. The first student will say a word aloud
without showing it to his or her partner, and the second student will tell which
category to place the word in according to the meaning of its Greek or Latin element.
The first student places the word in that category. Then students switch roles and
continue until all the words have been sorted.
Remind them to check their work after they have finished and correct any mistakes.
Spelling. Have students write the categories equal, middle, first, and follow in their
word study notebooks. Read them the spelling words, one at a time, and have them
write the words in the correct category in their notebooks.
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Day Three
Pattern Sort
Teacher Word Card: protozoan
Teacher Category Cards: One Syllable, Two Syllables, Three Syllables, Four
Syllables, Five Syllables
Display the category cards in a pocket chart. Tell students that in this sort, they will
categorize words according to their number of syllables. Model how to divide a
word into syllables and sort it. Hold up the word card protozoan. Think aloud:
Saying this word aloud will help me hear the syllables: pro/to/zo/an. I hear four
syllables, so I’ll place the word in that category. Place the word card in the pocket
chart under the category Four Syllables.
Have students work in pairs so they can support each other as they sound out and
sort the words. Encourage them to say the word more than once. Visual learners
may find it helpful to use pencil and paper to write the word and divide it into
syllables.
Give pairs of students the category cards from BLM 2 and the word cards from
BLM 5 and have them work together to sort the words.
Applying Meaning. Give students BLM 7 and have them complete the cloze,
choosing the word with the correct meaning and spelling.
Oddballs
Discuss the meanings and pronunciations of the word primer. A primer (with
a short i) is a book that covers the basic elements of a subject, often reading.
A primer (with a long i) is a material brushed on a surface to prepare it for
painting. Ask a volunteer to explain how the meaning of the element prim (“first”)
contributes to each meaning of the word.
Pattern Sort
One
Syllable
Two
Syllables
Three
Syllables
prime
sequence
primal
sequel
adequate
medial
primeval
protoplasm
Four Syllables
Five Syllables
equivocate
mediator
primordial
prosecutor
protagonist
protozoan
mediocrity
primatologist
Assessment Tip
As students work on the pattern sort, listen
to their pronunciation and syllabication of
the words. If any students have difficulty,
review the rules of syllabication with
them, such as dividing off affixes, dividing
between consonants, dividing after a
long vowel, or dividing after a consonant
following a short vowel.
Providing Support
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner to read
and complete it.
Home/School Connection
Give students BLM 8 to complete with a
family member. Explain that they are to do
the same thing they did on BLM 7 in class.
Supporting ELs
Make sure that ELs understand what to do
on BLM 8 since there may not be anyone
at home who speaks English well enough
to help them complete it.
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Day Four
Providing Support
Some ELs and struggling readers may
have difficulty reading the passage. Have
these students read with an on-level
reader. Alternatively, you could read the
passage to them while they follow along
or echo-read with you. Ask students to
look and listen for examples of words with
the Greek and Latin elements equa/equi,
medi, prim, proto, and secu/sequ.
Name ___________________________________
Date ____________________________________
Word Hunt
Give students 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 Greek and Latin elements equa/equi,
medi, prim, proto, and secu/sequ.
Read a sentence or two of the passage aloud and model finding and underlining
words that include the Greek and Latin elements for order. Ask students to complete
the rest of the word hunt on their own.
After students have finished the word hunt, have them share the words they found.
Have them list the words by element in their word study notebook.
Name ___________________________________
Date ____________________________________
Spelling Dictation
Dixie’s Doodad
“Dashawn, can you explain what your invention does?” asked Ms. McGill,
looking over her judge’s clipboard at the student standing before her.
“Well, it’s just a prototype, so I haven’t worked out all the bugs yet,” said
make sure underlines
ked to overprint
w: Attributes)
the boy modestly. “We give my cat Dixie treats to keep her teeth clean. She can
use this machine to get a treat by herself, but the primary reason I built it was
mostly for fun. I call it Dixie’s Doodad.”
“That’s great,” said Ms. McGill, making notes on Dashawn’s science project.
Ask Review
themWords
to look over their lists and see if there are any words to which they can
1.
add prefixes, suffixes, or other word parts to create other forms of the word or new
2.
words.
For example, they could add the suffix -ly to the word primitive to make the
3.
adverb primitively. Have them add these words to their lists.
New Words
“Can you explain how it works?”
“Well, the first step in the sequence is when Dixie puts her foot on this
latch here,” he said, indicating a small lever on the front of a contraption built
with rods, connectors, and a long tube. It looked like a scaffold with a plastic
container of cat treats secured to the top. “When she pushes the latch, it
immediately pulls down on this rod, which connects to a little door on the
bottom of the container. The rod pulls the door open, and a cat treat falls out
into this tube. It shoots down the tube into the dish, where Dixie can eat it.”
“Because Dixie likes more than one treat a day, I added an equal number of
dental treats and other kinds of treats she likes. That way, she only gets a dental
treat sometimes—not every time consecutively. One dental treat a day is enough
to keep her teeth clean.”
“Wow,” his teacher said, impressed. “It’s almost like you taught your cat to
brush her teeth!” Dashawn grinned broadly, hoping he might win the prize for
best project at the fair.
Reading Passage (BLM 9)
Answer Key Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
©2010 Benchmark Education Company, LLC
Home/School Connection
Have students take BLM 9 home to read to
a family member and point out the words
with the Greek and Latin elements equa/
equi, medi, prim, proto, and secu/sequ.
Supporting ELs
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.
1.
Spelling Dictation
2.
3.
GiveSentence
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: bureaucracy, predominate, regime.
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: consequence, equilibrium, mediocre.
Spelling Dictation (BLM 10)
Dictate the following sentence and have students write it on their papers:
The consequence of Max’s mediocre performance on the test was the loss
of two hours of computer time for the week.
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
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Write the words and sentence on the chalkboard and have students self-correct their
papers.
Spelling Practice
Give pairs of students Spelling Peer Check (BLM 11). While one student reads the
spelling words from his or her word study notebook, the other student writes the
words in the First Try column. After the second student has spelled the words,
he first student places a check mark next to words spelled correctly.
For the second try, the first student may prompt the second student by sounding out
the words that were spelled incorrectly the first time. If the second spelling attempt is
correct, the first student places a check mark in the Second Try column.
Then students switch roles.
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Day Five
Spelling Assessment
Name ___________________________________
Use the following procedure to assess students’ spelling of the unit spelling words:
Answer Questions
•Say a spelling word and use it in a sentence.
•Have students write the word on their papers.
•Continue with the remaining words on the list.
Date _______________________________________
Unit 17 Quick-Check:
Greek and Latin Elements for Order
Directions: Choose the one word in each group that is spelled incorrectly. Then write the correct spelling
of that word on the blank.
1.
consequence
2.
mediocer
equivocate
adequate
3.
sequence
equility
4.
protozoan
medieval
equator
primary
_______________________
equitable
mediocre
_______________________
primmary
primordial
immediate
equinox
prime
equality
_______________________
prosequtor
prosecutor
_______________________
•When students have finished, collect their papers and analyze their spelling of
the words.
Apply
•Use the assessment to plan small-group or individual practice.
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Quick-Check Assessment
Assess students’ mastery of the Greek and Latin elements for order using the
Quick-Check for Unit 17.
Suggestions for Independent Practice
Guess My Word. Have students work in pairs. The first student draws a word card
and then describes the word without using the word itself, while the partner tries
to guess what the word is. Students can set a time limit in which to describe the
word, such as one minute, and use a stopwatch for an extra challenge. Remind
students to switch roles.
Word Jumble. Have students scramble the letters of six to eight words from
the unit. They can then exchange their word jumbles with another student and
unscramble the words.
Etymologies. Have students choose a word with a root or affixes in addition to a
Greek or Latin element studied in this unit, and use a dictionary or other source
to learn all they can about the word’s origins. Have them create a computer
presentation or a poster detailing the word’s derivation and share it with the class.
Brainstorm Sort. Have students write the categories equa/equi, medi, prim,
proto, and secu/sequ in their word study notebooks. Challenge them to
brainstorm as many words as they can in each category in a given amount of time
(perhaps five minutes). Have students compare their lists. Discuss which words
the students find easiest to remember, and which are more difficult. You can make
correct spelling optional during the sort, and then have students go through their
lists and fix any mistakes later.
Directions: In the space below, list three to five words you know that have the Greek and Latin elements
equa/equi, medi, prim, proto, or secu/sequ.
____________
____________
____________
____________
equal
middle
first
follow
equidistant
equilibrium
mediate
primacy
primitive
protoplasm
subsequent
consecutive
____________
Word Bank
primacy,
protoplasm,
subsequent,
equidistant,
mediate,
equilibrium,
consecutive,
primitive
Think and Write about Greek and Latin Elements for Order equa/equi,
medi, prim, proto, secu/sequ
Directions: In the space below, explain how understanding the Greek and Latin elements, equa/equi,
medi, prim, proto, and secu/sequ, helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
©2010 Benchmark Education Company, LLC
Answer Key Unit 17 Quick-Check
Answer Key BLM 6
equal
middle
equivocate
equitable
equidistant
equality
intermediate
mediator
mediocrity
immediate
first
follow
primarily
protagonist
primeval
primer
consequence
prosecute
sequel
subsequent
Answer Key BLM 7
1. primarily
2. medieval
3. equinox
4. consecutive
5. mediate
6. equitable
7. prototypical
8. equanimity
Answer Key BLM 8
1. adequate
2. mediator
3. equivocate
4. sequence
5. protagonist
6. subsequent
7. primeval
8. primatologist
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Name ____________________________________
Date ________________________________________
Unit 17 Quick-Check:
Greek and Latin Elements for Order
Answer Questions
Directions: Choose the one word in each group that is spelled incorrectly. Then write the correct spelling
of that word on the blank.
1. consequence
adequate
2. mediocer
equivocate
3. sequence
equility
4. protozoan
medieval
primmary
primordial
immediate
equinox
equator
_______________________
equitable
_______________________
prime
_______________________
prosequtor
_______________________
Apply
Directions: In the space below, list three to five words you know that have the Greek and Latin elements
equa/equi, medi, prim, proto, or secu/sequ.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
equal
middle
first
follow
Word Bank
primacy,
protoplasm,
subsequent,
equidistant,
mediate,
equilibrium,
consecutive,
primitive
Think and Write about Greek and Latin Elements for Order equa/equi,
medi, prim, proto, secu/sequ
Directions: In the space below, explain how understanding the Greek and Latin elements, equa/equi,
medi, prim, proto, and secu/sequ, helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 17: Greek and Latin elements equa/equi, medi, prim, proto, secu/sequ
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