Vocabulary
4
Unit
WordStudy
Suffixes -ent/-ence, -ant/-ance
Extend
1
Lesson Objectives
Day 1
Students will:
• Understand the common suffixes -ent, -ence, -ant, and
-ance
• Understand that -ent and -ence words go together, and that
-ant and -ance words go together
• Understand that -ent and -ant signal adjectives, and that
-ence and -ance signal nouns
• Read and write words with the suffixes -ent, -ence, -ant, and
-ance
• Articulate rules for spelling the suffix of one word when
given the spelling of the suffix for the word’s other form
Day 2
-ent
-ent
absent
absent
-ence
patient
-ant
-ant
-ance
distance distance
fragrance fragrance
-ant
significant significant
Materials:
abundant
• Anchor Poster
adolescence
• BLM 2: Category Cards
adolescent
• BLMs 3–4: Word Cards
assistance
• BLM 6: Take-Home Activity
assistant
• Teacher Category Cards— -ent, -ence, -ant, -ance
• Teacher Word Cards—absent, absence
abundant
significance
significance
confident confident
confidenceconfidence
important important
importance
importance
Noun Noun
Category Cards (BLM
Category
2) Cards (BLM 2)
Word Study & VocabularyWord
4: Unit
Study
1: Suffixes
& Vocabulary
-ent/-ence,
4: Unit -ant/-ance
1: Suffixes -ent/-ence, -ant/-ance
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
confidence
4
Category Cards (BLM 2)
adherence
adherenceimportance
importance
dominant
adherent
adherent important
important
4
5
4
5
4
convenient
significance
©2010 Benchmark Education Company, LLC
5
SortingSorting
for Suffixes
for Suffixes
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your word
child read
and write
each itword
in the
and
appropriate
write it in column
the appropriate
of the chart
column of the chart
depending on how
depending
the wordonends.
how Then
the word
haveends.
your Then
child fill
have
in the
yourrest
child
of fill
theinchart
the rest
by writing
of the the
chart
word
by writing the word
that completes each
that completes
-ent/-enceeach
or -ant/-ance
-ent/-enceword
or -ant/-ance
pair. One word
wordpair
pair.has
One
already
word pair
beenhas
completed.
already been completed.
Word BankWord Bank
3
5
5
5
Word Cards (BLM 5)
Cats are difficult
2. Cats
to are
traindifficult
and are
to rarely
train and
as __________________
are rarely as __________________
as dogs.
as dogs.
3.
The butterfly’s
3. The
beautiful
butterfly’s
__________________
beautiful __________________
wings are colored
wings
blue
areand
colored
green.
blue and green.
imminence
different imminent
different
difference
imminent
iridescent
assistant
adherent assistance
assistant
3.
After the harvest,
5. Afterwe
thehad
harvest,
an __________________
we had an __________________
of beans and corn.
of beans and corn.
dominance
imminent
imminence
imminent
abundance
fragrant abundant
fragrant
imminence
dominant
New Words
fragrance
abundant
you already have. If you have a condition such as asthma or allergies, find
dominant
1.
out from your parents or doctor what causes the condition and what you
need to know to make your life easier.
2.
The next step is to monitor your body. For example, you might notice
fragrance
3.
ordinary, describe the condition to your parents (or to a trusted adult,
Complete
Complete
the Sentence
the Sentence
like your teacher or school nurse) and ask for their opinion. Chances are,
there is nothing wrong and no need to worry, but it’s always better to be
6.
Finally, the best way to take charge of your health is to live a
healthy lifestyle! Start off on the right foot by eating foods like fruits and
Juan practiced
6. Juan
in order
practiced
to gain
in __________________
order to gain __________________
before he hadbefore
to givehe
hishad to give his
vegetables and avoiding unhealthy foods such as candy, chips, and soda.
speech to the speech
class. to the class.
adherence
Sentence
informed than ignorant when it comes to your health.
Word Bank Word Bank
Getting plenty of exercise is terrific for your health, too. If you eat well,
7.
The __________________
7. The __________________
storm uprooted
storm
treesuprooted
and damaged
trees and
houses.
damaged houses.
8.
Everyone 8.
knows
Everyone
Dr. Singh,
knows
whoDr.
is Singh,
a __________________
who is a __________________
member of the
member of the
exercise regularly, and monitor your body, you can be confident that you
are taking great care of your own health.
community. community.
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Classroom Activity (BLM 7)
Name ___________________________________
2.
Even for kids in good health, though, it is important to be proactive
when it comes to taking care of yourself. The first step in taking charge of
iridescence
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Word Study & VocabularyWord
4: Unit
Study
1: Suffixes
& Vocabulary
-ent/-ence,
4: Unit -ant/-ance
1: Suffixes -ent/-ence, -ant/-ance
Date ____________________________________
Reading Passage (BLM 9)
Word Study & VocabularyWord
4: Unit
Study
1: Suffixes
& Vocabulary
-ent/-ence,
4: Unit -ant/-ance
1: Suffixes -ent/-ence, -ant/-ance
Name ___________________________________
First Try
Second Try
(if needed)
2.
exam—or maybe as a patient in the emergency room after a sports injury
3.
Even for kids in good health, though, it is important to be proactive
New Words
1.
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.
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Dictionaries (Day 3)
Date ____________________________________
Spelling Peer Check
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your
spelling words.
1.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
Spelling Dictation
Review Words
The next step is to monitor your body. For example, you might notice
Many adolescents don’t think much about their health. Young people
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your sentence
child readand
each
the
sentence
words inand
thethe
word
words
bank.
in Then
the word
havebank. Then have
your child write the
yourword
childwith
writethe
thecorrect
word meaning
with the correct
in eachmeaning
blank. in each blank.
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
out from your parents or doctor what causes the condition and what you
irrelevance
iridescence
Date ____________________________________
1.
a persistent cough or an unusual bruise. If something seems out of the
relevant
adherence
assistance
Name ___________________________________
Review Words
or a fall.
bake sale.
adherent
Date ____________________________________
exam—or maybe as a patient in the emergency room after a sports injury
obedience
5.
abundance
Nick needed
7. the
Nick__________________
needed the __________________
of his mom toofbake
his mom
muffins
to for
bake
themuffins
school for the school
bake sale.
irrelevant
iridescent irrelevance
irrelevant
dominance
tolerant
negligence
relevant
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take Charge of Your Health!
difference difference
prominent prominent
adolescenceadolescence
violent distant
violent confidence
distant confidence
negligence
relevance
-ance
Name ___________________________________
intelligence
The gray clouds
4. The
ongray
the clouds
horizonontold
theushorizon
that rain
told
was
us __________________.
that rain was __________________.
information. information.
7.
intelligence
intelligent
obedient
innocence innocent
obedient obedience
innocent
4.
absent
In their meeting,
6. In their
the teacher
meeting,
told
thethe
teacher
principal
toldonly
the the
principal
__________________
only the __________________
relevance
negligent
-ance
your own health is to understand the significance of health problems that
Robin is an
5. __________________
Robin is an __________________
swimmer, andswimmer,
she is a good
and she
tennis
is aplayer,
good too.
tennis player, too.
negligent
presence
present intelligent
presence
innocence
difference
excellent
excellence tolerance
excellent tolerant
tolerance
-ant
are often in excellent shape and only see the doctor for a yearly physical
Color is one
4. __________________
Color is one __________________
between apples
between
and oranges.
apples and oranges.
excellence
6.
present
a new bike.
persistence
absence absent
absence
-ant
Word Study & VocabularyWord
4: Unit
Study
1: Suffixes
& Vocabulary
-ent/-ence,
4: Unit -ant/-ance
1: Suffixes -ent/-ence, -ant/-ance
defiant
Sam was 3.
__________________,
Sam was __________________,
asking his mother
asking
every
his mother
day if heevery
couldday
getif he could get
persistence
persistent
-ence
excellence
Spelling Dictation
2.
distance
prominent prominence
distance prominence
patience
defiance patient
patiencedefiant
patient
-ence
excellence
ChooseChoose
the Word
the Word
Rosa knew
2. sheRosa
needed
knewtoshe
be needed
very __________________
to be very __________________
to train her dog
to to
train
fetch.
her dog to fetch.
prominent
distant
-ent
excellent
Take-Home Activity (BLM 6)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
2.
5.
need to know to make your life easier.
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
One sign 1.
of Jamie’s
One sign
__________________
of Jamie’s __________________
is his love of reading
is his love
difficult
of reading
books.difficult books.
imminence
you already have. If you have a condition such as asthma or allergies, find
5
-ent
excellent
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Word Study & VocabularyWord
4: Unit
Study
1: Suffixes
& Vocabulary
-ent/-ence,
4: Unit -ant/-ance
1: Suffixes -ent/-ence, -ant/-ance
1.
persistent
when it comes to taking care of yourself. The first step in taking charge of
5
5
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your sentence
child readand
each
choose
sentence
the and
wordchoose
with the
thecorrect
word with
meaning
the correct meaning
to fit in the blank,toand
fit inwrite
the blank,
it on the
andline.
write it on the line.
4.
your own health is to understand the significance of health problems that
5
The __________________
1. The __________________
between California
between
and California
New Jersey
andis New
very great.
Jersey is very great.
a new bike.
Many adolescents don’t think much about their health. Young people
5
1.
3.
or a fall.
5
5
Directions: Read
Directions:
each sentence
Readand
each
choose
sentence
the and
wordchoose
that makes
the word
sense
that
in makes
the sentence.
sense in
Then
the write
sentence. Then write
the word on thethe
line.word on the line.
distant
are often in excellent shape and only see the doctor for a yearly physical
5
Word Cards (BLM
Word
5) Cards (BLM 5)
©2010 Benchmark Education Company, LLC
ChooseChoose
the Word
the Word
Date ____________________________________
5
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Take Charge of Your Health!
5
ignorant
ignorant
4
Word Cards (BLM 4)
• Identify words with the suffixes -ent, -ence, -ant, and -ance
in a passage
• Create lists of words organized by their suffixes
• Understand that not all words ending in -ent or -ant have a
corresponding -ence or -ance form
5
ignorance
ignorance
4
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
©2010 Benchmark Education Company, LLC
5
5
prominent
4
tolerance tolerance
significant significant
presence presence
abundanceabundance
5
obedient
obedient
5
5
prominence
4
different
5
excellent
excellent
4
difference
3
significant
Materials:
• BLM 2: Category Cards
• BLM 5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Category Cards— -ent, -ence, -ant, -ance
Day 5
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
excellence
excellence
4
intelligent
4
5
5
intelligence
4
defiance
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
5
distant
distant
4
defiant
3
5
fragrant
defiance
• Sort words by suffixes
• Use knowledge of spelling patterns for the suffixes -ent,
-ence, -ant, and -ance to spell words correctly
check to make sure underlines
are marked to overprint
(Window: Attributes)
5
4
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
distance
distance obedience
obedience
fragrance
Word Cards (BLM 4)
Name ___________________________________
5
prominent
4
excellence excellence
prominence
prominence
importanceimportance
different different
convenience
4
Students will:
5
4
different
3
Word Cards (BLM 3)
dominance
4
confident
Word Cards (BLM 3)
Day 4
significant
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
prominence
4
Word Cards (BLM 3)
Word Study & VocabularyWord
4: Unit
Study
1: Suffixes
& Vocabulary
-ent/-ence,
4: Unit -ant/-ance
1: Suffixes -ent/-ence, -ant/-ance
4
difference
3
assistant
intelligent
4
significance
3
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
4
Students will:
4
defiant
3
3
3
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
intelligence
4
patient
assistance
We can’t We
forget
can’t
theforget
importance
the importance
(noun) of(noun)
this test.
of this test.
patient
3
4
defiance
3
3
We are having
We areanhaving
important
an important
(adjective)
(adjective)
test on Friday.
test on Friday.
patience
3
fragrant
4
patience
adolescent
Adjective
Adjective
He has a He
lot has
of confidence
a lot of confidence
(noun). (noun).
3
3
4
convenient
3
adolescence
He is confident
He is confident
(adjective)
(adjective)
that we will
thatwin.
we will win.
innocent
3
innocent
3
fragrance
4
AdjectivesAdjectives
(-ent/-ant)
(-ent/-ant)
Nouns (-ence/-ance)
Nouns (-ence/-ance)
3
3
-ance -ance
4
convenience
3
3
innocence
3
-ant
4
dominant
4
innocence
3
dominance
4
confident
3
abundance
-ance
distant
fragrant
confidence
3
attendant
3
patience patience
distant
attendance
3
innocenceinnocence
patient
fragrant
3
abundance
absence
absent
Words with
Words
the with
suffixes
the -ant
suffixes
and -ance
-ant and
go together.
-ance go together.
3
3
-ence -ence
absence absence
innocent innocent
• Pair and sort words by suffixes
absence
attendance
• Write sentences using words with the suffixesabsent
-ent, -ence,
attendant
-ant, and -ance
3
-ent
-ence
Anchor Chart (BLM 1)
Students will:
Day 3
-ent
Suffixes
Suffixes
-ent/-ence,
-ent/-ence,
-ant/-ance
-ant/-ance
Words with
Words
the with
suffixes
the -ent
suffixes
and -ence
-ent and
go together.
-ence go together.
3.
a persistent cough or an unusual bruise. If something seems out of the
ordinary, describe the condition to your parents (or to a trusted adult,
like your teacher or school nurse) and ask for their opinion. Chances are,
there is nothing wrong and no need to worry, but it’s always better to be
Sentence
informed than ignorant when it comes to your health.
Finally, the best way to take charge of your health is to live a
healthy lifestyle! Start off on the right foot by eating foods like fruits and
vegetables and avoiding unhealthy foods such as candy, chips, and soda.
Getting plenty of exercise is terrific for your health, too. If you eat well,
exercise regularly, and monitor your body, you can be confident that you
are taking great care of your own health.
Reading Passage (BLM 9)
Students will:
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
• Spell words using the correct suffix
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
Materials:
• Quick-Check Assessment
®
Kit 4_Unit 1_TG.indd 1
B
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c
h
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6/7/10 2:42:56 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Many of the words in this unit have
abstract meanings. Make sure as you
introduce the sorts in the unit that ELs
know what the words mean. Look for
words that can be acted out, such as
defiant, confident, assistance. Other
words may require explanation and
practice in using the words in oral
sentences. Provide simpler synonyms
for the words (such as helper/help for
assistant/assistance) to demonstrate
meaning.
It may be necessary to help students
understand the different roles of adjectives
and nouns in sentences.
Blending Practice
If students have difficulty reading the
words, help them read the words syllable
by syllable. For example, point to the word
excellent on the chalkboard. Demonstrate
how to divide the word into three syllables:
between the two consonants x and c, and
between the consonants l and l. Explain
that you now have three syllables with
short vowel sounds. Read each syllable
and then blend the syllables together:
ex/cel/lence: excellence. Continue to
support students who need help with
blending throughout the week, using the
example words in the lesson.
Remind students to look for suffixes
on new words they come across in
their reading. Explain that breaking an
unfamiliar word into its parts may help
them recognize a base word, which makes
the reading easier.
Review Abbreviations
Focus Words: Ave., atty., doz., mph, min., asst., Nov.
Ask students to tell what an abbreviation is. Then write the focus words on the
chalkboard. Ask volunteers to tell you what the abbreviations stand for.
Introduce Suffixes -ent/-ence, -ant/-ance
Model
Write the word pairs excellent/excellence and fragrant/fragrance on the chalkboard.
Circle the suffixes. Say: The suffixes -ent and -ant sound the same, as do the suffixes
-ence and -ance. Listen as I pronounce the words: excellent, excellence, fragrant,
fragrance.
Write the following sentence on the chalkboard: This is an excellent grade. Say: The
word excellent is an adjective. If I want to make excellent into a noun, I change the
suffix to -ence. Provide an example by writing this sentence on the chalkboard: For
most people, excellence is something we like to achieve in the work we do.
Point to the word fragrant and explain that it is an adjective. On the chalkboard,
write an example that adds the suffix -ance to make a noun: The flower has a nice
fragrance.
Underline the e in the suffixes -ent and -ence, and the a in the suffixes -ant and
-ance. Point out that if one form of the word has a suffix starting with e, the suffix in
the other form will also start with e. And if one form of the word has a suffix starting
with a, the suffix in the other form will also start with a.
Guide
Write obedient, dominance, convenience, and distant on the chalkboard. Ask
students to tell you which words are nouns and which are adjectives. Ask students
to provide examples of oral sentences using the words. Provide support if needed.
Ask volunteers to come up and write either the noun or adjective form for each word
next to the words on the chalkboard.
Apply
©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
Ask students to look at the word pairs on the chalkboard. Ask them to write the
answer to the following question in their word study notebooks. Ask: If you know
how to spell one word that ends in -ent, -ence, -ant, or -ance, how do you know
how to spell the other word form?
ISBN: 978-1-4509-0372-1
2 Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
Kit 4_Unit 1_TG.indd 2
©2010 Benchmark Education Company, LLC
6/7/10 2:42:57 PM
Spelling Words with Suffixes
Assessment Tip
Unit Spelling Words: different, difference, assistant, assistance, confident,
confidence, defiant, defiance
Write the words different, difference, assistant, and assistance on the chalkboard.
Underline the base word in each and circle the suffix. Ask students to read each
word with you. Ask volunteers to provide oral sentences using the words. Provide
support if needed. Ask students to copy the words in their word study notebooks
and circle the suffixes. Have them write next to each word whether it is a noun or
an adjective.
Write the words confide, confident, and confidence on the chalkboard. Ask
students to read the words with you and have volunteers use the words in oral
sentences.
Explain that some base words undergo a spelling change before the suffixes
are added. Circle the silent e in the word confide. Say: When the suffixes -ant,
-ance, -ent, or -ence are added to a base word that ends in silent e, the final e is
dropped before the suffix is added.
Ask students to write the words confident and confidence in their word study
notebooks and circle the suffixes. Have them write next to each word whether it is
a noun or an adjective.
Write the word defy on the chalkboard. Explain that defy means “to challenge or
resist authority.” Circle the y in defy. Say: When the suffixes -ant and -ance are
added to base words ending in -y, the y changes to an i.
Write the words defiant and defiance on the chalkboard and circle the suffixes. Ask
students which word is an adjective that could be used to describe someone. Then
ask volunteers to use the words in oral sentences, providing support as needed.
Have students copy these in their word study notebooks and circle the suffixes in
each. Have them write next to each word whether it is a noun or an adjective.
©2010 Benchmark Education Company, LLC Kit 4_Unit 1_TG.indd 3
Notice which students misspell words by
mixing the suffixes -ent and -ence or -ant
and -ance in word pairs. You may want
to work with these students to review
the rule that -ant and -ance words go
together, and -ent and -ence words go
together. Reviewing base words and their
association with the suffixes -ant and
-ance may also be helpful.
If students have difficulty using the spelling
words in meaningful sentences, work with
them to define the words and write new
sentences using them.
Supporting ELs
Make sure English Learners understand
the meaning of the spelling words. If
necessary, provide additional examples of
the words used in oral sentences or ask
students to pantomime the meaning of
the words. For Spanish-speaking students,
point out cognates for the spelling words:
desafiante/defiant; diferente/different.
Home/School Connection
Students can take home the list of spelling
words and practice reading, writing, and
spelling the words with a family member.
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance 3
6/7/10 2:42:57 PM
Day Two
Pairing/Common Features Sort
-ent
-ence
absent
adolescent
patient
innocent
absence
adolescence
patience
innocence
-ant
-ance
abundant
assistant
attendant
significant
abundance
assistance
attendance
significance
Meaning Sort
Noun
Adjective
confidence
convenience
defiance
difference
dominance
fragrance
intelligence
prominence
confident
convenient
defiant
different
dominant
fragrant
intelligent
prominent
Home/School Connection
Review Suffixes -ent/-ence, -ant/-ance
Show students the anchor poster and ask a volunteer to tell you in his or her own
words the rule for spelling the suffix of the adjective or noun form when the spelling
of the other part of speech is known.
Write the words obedience, dominant, convenient, and distance on the chalkboard.
Ask students to turn to a buddy, identify whether each word is an adjective or noun,
and say the other form of the word pair for each word.
Pairing/Common Features Sort
Teacher Word Cards: absent, absence
Teacher Category Cards: -ent, -ence, -ant, -ance
Place the category cards next to each other in a pocket chart in the following order:
-ent, -ence, -ant, -ance.
Hold up the words cards absent and absence and model where to place the words
in the pocket chart.
Think aloud: The words absent and absence both start with the letters abs, so they
form a word pair. I’ll place absent in the chart under the category -ent because
it ends with the suffix -ent, and I’ll place absence in the chart under the category
-ence because it ends with the suffix -ence.
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.
Give students the suffix category cards from BLM 2 and the word cards from BLM 3.
Have students work in pairs to sort the cards. Prompt them to explain why each pair
of words “goes together” and why each word belongs in the category.
Supporting ELs
Meaning Sort
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.
Give pairs of students the category cards Noun and Adjective from BLM 2. Ask the
pairs to sort the word cards from BLM 4 according to whether they are nouns or
adjectives.
Spelling. Select an -ent/-ence word pair and an -ant/-ance word pair from the
spelling words. Ask students to use their word study notebook to write sentences that
use the words. Tell them to think about the part of speech of each form of the word
as they write.
4 Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
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Day Three
Blind Sort
Blind Sort
-ent
-ence
Place the category cards next to each other in a pocket chart in the following
order: -ent, -ence, -ant, -ance.
adherent
excellent
obedient
adherence
excellence
obedience
Have students write the categories in a row in their word study notebooks.
-ant
-ance
distant
ignorant
important
distance
ignorance
importance
Teacher Category Cards: -ent, -ence, -ant, -ance
Tell students that you will write one word from a word pair at a time on the
chalkboard. They will copy the word in the appropriate category in their
notebooks. Then, they will write the word that completes the word pair, also in the
appropriate category.
Assessment Tip
Think aloud: The word obedient ends with the suffix -ent, so I will write it in
the -ent category in my notebook. Then I need to think of the other word in the
word pair. Because the suffix in obedient starts with an e, I know the suffix of the
other word will also start with an e. The word that completes the word pair is
obedience, so I write that word in the -ence category.
Use students’ completed BLM 7 to assess
their understanding of the relationships
between word pairs that end in -ent
and -ence, and pairs that end in -ant
and -ance. Note whether they need
more practice in pairing the words or in
predicting the spelling of one form of the
word using the spelling of the other form.
Write one word from each word pair on BLM 5 on the chalkboard, one at a time,
giving students time to write the word and its pair in their word study notebooks.
Providing Support
Model an example of the sort for students. Write the word obedient on the
chalkboard.
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner to read
and complete it.
Give students the word cards from BLM 5 to check their spelling.
Oddballs
Remind students that the suffixes -ent or -ant usually signal an adjective. Provide
the following examples: fragrant, innocent, important. Point out that suffixes
-ence and -ance usually signal that the word is a noun: fragrance, innocence,
importance. Provide examples of words that don’t follow this rule. For example,
the word assistant is both an adjective and a noun. Provide other examples of
words with -ant and -ent that are both adjectives and nouns: patient, attendant,
adolescent.
Also explain to students that not all words ending in -ent or -ant have a
corresponding -ence or -ance form. Examples of these words include ancient,
consent, and deodorant.
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.
As students perform the word hunt, they can write down any words like this
that they find. For some words, students may need to use a dictionary to verify
whether or not they have -ence or -ance forms.
Applying Meaning. Give students BLM 7 and have them complete the cloze,
choosing the word with the correct meaning for each sentence. Remind them to
think about whether the word that fits in the blank is a noun or an adjective.
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Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance 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
suffixes -ent, -ence, -ant, and -ance.
Name ___________________________________
Date ____________________________________
Take Charge of Your Health!
Many adolescents don’t think much about their health. Young people
are often in excellent shape and only see the doctor for a yearly physical
exam—or maybe as a patient in the emergency room after a sports injury
make sure underlines
ked to overprint
w: Attributes)
or a fall.
Even for kids in good health, though, it is important to be proactive
when it comes to taking care of yourself. The first step in taking charge of
your own health is to understand the significance of health problems that
you already have. If you have a condition such as asthma or allergies, find
out from your parents or doctor what causes the condition and what you
need to know to make your life easier.
The next step is to monitor your body. For example, you might notice
a persistent cough or an unusual bruise. If something seems out of the
Word Hunt
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 end with the suffixes -ent or -ence.
Then ask students to reread the passage, this time finding words that end with the
suffixes -ant or -ance. After students have completed the word hunt, ask volunteers
to share the words that they found.
Ask students to begin lists of words containing the suffixes -ent or -ence and -ant
or -ance in their word study notebooks. They can start the lists by using the words
in the passage. IfSpelling
students
find only one form of a word, they should write the
Dictation
corresponding
form that completes the word pair.
Review Words
Name ___________________________________
Date ____________________________________
1.
Then2. ask pairs of students to look through other texts, looking for words with these
suffixes
and adding them to the lists.
3.
AfterNewstudents
have had a chance to develop their lists, discuss with them which of
Words
their1. lists has the most words. Ask what this tells them about which set of suffixes is
2. common, -ent and -ence or -ant and -ance.
more
3.
ordinary, describe the condition to your parents (or to a trusted adult,
like your teacher or school nurse) and ask for their opinion. Chances are,
there is nothing wrong and no need to worry, but it’s always better to be
informed than ignorant when it comes to your health.
Finally, the best way to take charge of your health is to live a
healthy lifestyle! Start off on the right foot by eating foods like fruits and
vegetables and avoiding unhealthy foods such as candy, chips, and soda.
Getting plenty of exercise is terrific for your health, too. If you eat well,
exercise regularly, and monitor your body, you can be confident that you
are taking great care of your own health.
Reading Passage (BLM 9)
Answer Key Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
©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 the suffixes
-ent, -ence, -ant, -ance.
Sentence
Spelling Dictation
Give students Spelling Dictation (BLM 10). Dictate the following words from the
last unit’s spelling words to students, one at a time, and have students write the
abbreviation on their BLMs: February, Honorable, miles per hour.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
©2010 Benchmark Education Company, LLC
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: difference, confidence, defiance.
Dictate the following sentence and have students write it on their papers:
The teacher needed a different assistant so she asked a confident student to
help her.
Write the words and sentence on the chalkboard and have students self-correct their
papers.
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.
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,
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.
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Day Five
Spelling Assessment
Name ___________________________________
Use the following procedure to assess students’ spelling of the unit spelling words:
Answer Questions
Date _______________________________________
Unit 1 Quick-Check:
Suffixes -ent/-ence, -ant/-ance
•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.
•When students have finished, collect their papers and analyze their spelling of
the words.
•Use the assessment to plan small-group or individual practice.
Directions: Next to each word, write the word ending in -ent, -ence, -ant, or -ance that completes the
word pair.
1.
difference
different
__________________
2.
confident
confidence
__________________
3.
assistant
assistance
__________________
4.
defiance
defiant
__________________
Apply
Directions: In the space below, list three to five words you know that end in one of the following suffixes:
-ent, -ence, -ant, or -ance.
____________
____________
____________
____________
Word Bank
adherence
Quick-Check Assessment
assistant
attendance
confident
defiant
difference
ignorance
-ence
-ant
-ance
confident
persistent
adherence
difference
assistant
defiant
attendance
ignorance
Directions: In the space below, explain how understanding suffixes -ent/-ence and -ant/-ance helps you
as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
©2010 Benchmark Education Company, LLC
Answer Key Unit 1 Quick-Check
Answer Key BLM 6
Suggestions for Independent Practice
-ent
-ence
Matching Definitions. Students select six to eight word cards, and write
definitions for the words. Students may consult a dictionary as they write their
definitions. After exchanging definitions and word cards with a partner, the partner
matches each word with its definition.
excellent
different
prominent
present
excellence
difference
prominence
presence
Concentration. Students can select a set of cards for word pairs. Have them sort
the word pairs, placing all -ent and -ant words together and the -ance and -ence
words together. Taking half from each group, the students mix the cards, making
two new sets, so that one half of each word pair is in a different pile. Students lay
one set of cards facedown on the desk. To play, students take turns drawing a card
from the pile and then trying to find the word that completes the word pair among
the cards that are facedown on the desk.
-ant
-ance
tolerant
significant
important
abundant
tolerance
significance
importance
abundance
Spelling Suffixes. Have pairs of students choose an even-numbered group of
word cards. One student reads a word to the other student without showing the
card. The second student tries to remember or figure out the spelling of the suffix,
-ent or -ant, and -ance or -ence. Then students reverse roles until all the cards are
gone. The student who spells the most suffixes correctly wins.
Mad Libs. Have students write a one- or two-paragraph story, leaving blanks in
place of five or six nouns or adjectives. Then have students sort a set of word cards
by part of speech. After they exchange stories with a partner, students can draw
nouns and adjectives from the word card piles and write the randomly selected
words in the blanks in the story. Ask a volunteer to read his or her story aloud. For
each sentence with a new word, have students explain why the word does or does
not make sense in the sentence.
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persistent
-ent
Think and Write about Suffixes -ent/-ence, -ant/-ance
Assess students’ mastery of word pairs with the suffixes -ent/-ence and
-ant/-ance using the Quick-Check for Unit 1.
©2010 Benchmark Education Company, LLC ____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Answer Key BLM 7
1. distance
2. patient
3. persistent
4. difference
5. excellent
6. relevant
7. assistance
Answer Key BLM 8
1. intelligence
2. obedient
3. iridescent
4. imminent
5. abundance
6. confidence
7. violent
8. prominent
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance 7
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Name ____________________________________
Date ________________________________________
Unit 1 Quick-Check:
Suffixes -ent/-ence, -ant/-ance
Answer Questions
Directions: Next to each word, write the word ending in -ent, -ence, -ant, or -ance that completes the
word pair.
1. difference
__________________
2. confident __________________
3. assistant __________________
4. defiance __________________
Apply
Directions: In the space below, list three to five words you know that end in one of the following suffixes:
-ent, -ence, -ant, or -ance.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Word Bank
adherence
-ent
assistant
attendance
confident
-ence
defiant
difference
-ant
ignorance
persistent
-ance
Think and Write about Suffixes -ent/-ence, -ant/-ance
Directions: In the space below, explain how understanding suffixes -ent/-ence and -ant/-ance helps you
as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 1: Suffixes -ent/-ence, -ant/-ance
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