WordStudy
Vocabulary
4
Words from Spanish
Extend
Lesson Objectives
Day 1
Students will:
• Understand that some English words originally come from
Spanish words
• Identify, read, and write words that come from Spanish
Long o Long o
English
English
WordsWords
from Spanish
from Spanish
Long e Long e
adobe
spaniel
spaniel
ranch
canoe
ranch
jaguar
canoe
cinch
jaguar
cinch
mosquito mosquito
bronco
bronco
embargo embargo
patio
Schwa with
Schwa
a with a
patio
Food
Food
coyote
coyote
adobe
stampede
adobe
stampede
savvy
savvy
Day 2
plaza
Students will:
armadillo armadillo
tortilla
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
Category Cards (BLM
Category
2) Cards (BLM 2)
Word Study & VocabularyWord
4: Unit
Study
27:&Words
Vocabulary
from Spanish
4: Unit 27: Words from Spanish
3
3
coyote
mesa
alligator
3
3
4
3
3
4
Word Study & Vocabulary 4: Unit 27: Words from Spanish
5
4
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Geordie and
1. Jack
Geordie
met on
andthe
Jack
__________________
met on the __________________
before lunch. before lunch.
My best friend
2. My
andbest
I have
friend
been
andthrough
I have been
a lot together;
through awe
lotare
together;
__________________.
we are __________________.
plazaplazza
cafeteria
plaza flotilla
cafeteria
barracudas
renegades
barracudas
comrades
5
3.
_____________________________________________________________________
3. _____________________________________________________________________
4.
_____________________________________________________________________
4. _____________________________________________________________________
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Word Study & VocabularyWord
4: Unit
Study
27:&Words
Vocabulary
from Spanish
4: Unit 27: Words from Spanish
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Name ___________________________________
Date ____________________________________
Name ___________________________________
1.
This weekend
1. This
we’re
weekend
going towe’re
visit my
going
uncle’s
to visit
horse
my __________________.
uncle’s horse __________________.
2.
My mother
2. always
My mother
adds the
always
__________________
adds the __________________
last when shelast
makes
when
cookies.
she makes cookies.
flotilla
bronco
vannila
pinto
bronco
ranchpinto
Subject: Vacation!!!!!!!!!!
Review Words
1.
Vacation is going great. As you know, I wasn’t too thrilled when Dad said
ranch
vanilla
vannilavanila
vanilla
2.
we were coming to the Flying Lasso Ranch, but I have to admit that it’s been a
3.
After we arrived on Sunday, we met Billy, who works with the livestock
vanila
3.
on the ranch. They raise cattle here, along with some chickens and pigs. Billy
pinto
bronco
spaniel
pinto
flotilla
spaniel
4.
We went 4.
to see
Wethe
went
__________________
to see the __________________
at the seaport.at the seaport.
galleons
gallons
galleonsgaleons
gallons
galleon
flotilla lasso
galleon
Tornnados
Torrnados
Tornnados
Tornados
Torrnados
1.
dinner on the patio of the lodge, and the main course was an enormous kettle
lasso
full of chili con carne. Yum!
2.
Since then, we’ve been for rides every day on the ranch. On Monday,
__________________
4. __________________
are common in
areOklahoma.
common in Oklahoma.
galeons
New Words
was only two days old—that was cool. Sunday night we had a big welcome
Kobe’s little
3. brother
Kobe’slaunched
little brother
a __________________
launched a __________________
of paper boatsofon
paper
the lake.
boats on the lake.
3.
all the guests rode burros down into a nearby canyon, where we saw some
Tornados
incredible rock formations and some strange desert plants that I’ve never seen
before. Lots of the plants had spines, or sharp needles, like the cactus and
5.
Ellie is planning
5. Ellie
a __________________
is planning a __________________
for the Fourth for
of July.
the Fourth of July.
6.
My dad is6.a soccer
My dad
__________________.
is a soccer __________________.
barbecu
barbecue
barbecu
barrbecue
barbecue
5.
embargo
barrbecue
afficionado
aficionaddo aficionaddo
aficionado
Name ___________________________________
pintos
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
barracudas
pintos
barracudas
armadas
armadas
Later,
Date ____________________________________
Reading Passage (BLM 9)
Word Study & VocabularyWord
4: Unit
Study
27:&Words
Vocabulary
from Spanish
4: Unit 27: Words from Spanish
Name ___________________________________
First Try
Second Try
(if needed)
2.
3.
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.
After we arrived on Sunday, we met Billy, who works with the livestock
showed us around the barnyard and corral, where we saw a newborn foal that
New Words
was only two days old—that was cool. Sunday night we had a big welcome
1.
dinner on the patio of the lodge, and the main course was an enormous kettle
©2010 Benchmark Education Company, LLC
Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 27: Words from Spanish
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Dictionaries (Day 1)
Date ____________________________________
Spelling Peer Check
on the ranch. They raise cattle here, along with some chickens and pigs. Billy
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 27: Words from Spanish
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your
spelling words.
1.
blast so far.
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
Spelling Dictation
Review Words
Vacation is going great. As you know, I wasn’t too thrilled when Dad said
full of chili con carne. Yum!
Materials:
• Quick-Check Assessment
2.
Since then, we’ve been for rides every day on the ranch. On Monday,
3.
all the guests rode burros down into a nearby canyon, where we saw some
incredible rock formations and some strange desert plants that I’ve never seen
before. Lots of the plants had spines, or sharp needles, like the cactus and
the prickly pear we saw. As the sun went down, we rode up out of the canyon
Sentence
and onto the mesa to make our way home. We heard a coyote howling in the
distance, which gave me goose bumps! I so was glad to get back to the ranch
safe and sound.
Well, my siesta (that’s what they call an afternoon break around here) is
just about over, so I’ll say bye for now. Talk to you when I get home!
Later,
Bradley
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 27: Words from Spanish
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 4: Unit 27: Words from Spanish
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 4: Unit 27: Words from Spanish
Spelling Dictation (BLM 10)
m
Well, my siesta (that’s what they call an afternoon break around here) is
just about over, so I’ll say bye for now. Talk to you when I get home!
27
Date ____________________________________
To: Jimmy S
we were coming to the Flying Lasso Ranch, but I have to admit that it’s been a
h
distance, which gave me goose bumps! I so was glad to get back to the ranch
__________________.
__________________.
Bradley
Subject: Vacation!!!!!!!!!!
• Spell words that come from Spanish
Sentence
and onto the mesa to make our way home. We heard a coyote howling in the
embarrgo
They say not
6. to
They
wear
saysilver
not jewelry
to wear when
silver jewelry
you swim
when
in the
youocean
swimbecause
in the ocean
it attracts
because it attracts
aficionado
Classroom Activity (BLM 7)
check to make sure underlines
are marked to overprint
(Window: Attributes)
embarrgo
embargoe
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Word Study & VocabularyWord
4: Unit
Study
27:&Words
Vocabulary
from Spanish
4: Unit 27: Words from Spanish
Students will:
embargoe
embargo
safe and sound.
6.
afficionado
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Name ___________________________________
the prickly pear we saw. As the sun went down, we rode up out of the canyon
My mother
5. putMy
anmother
__________________
put an __________________
on candy in our
onhouse.
candy in our house.
Date ____________________________________
Spelling Dictation
To: Jimmy S
Parent Directions:
Parent
Have
Directions:
your child Have
choose
your
thechild
wordchoose
that makes
the word
sense
that
in makes
the sentence
sense and
in the
is sentence
spelled and is spelled
correctly, and then
correctly,
write itand
in the
then
blank
write
space.
it in the blank space.
comrades
My dog Bo
3. is aMy
type
dogofBo
__________________.
is a type of __________________.
bronco
Hey, Jimmy. How are you?
Kit 4_Unit 27_TG.indd 1
cinch
Unit
3.
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
c
cinch
comrade
_____________________________________________________________________
2. _____________________________________________________________________
showed us around the barnyard and corral, where we saw a newborn foal that
• Identify words that come from Spanish in a reading passage
• Use words that come from Spanish in meaningful sentences
n
stampede
shack comrade
shack
_____________________________________________________________________
1. _____________________________________________________________________
2.
blast so far.
renegades
Students will:
e
stampede
1.
Hey, Jimmy. How are you?
2.
plazza
Four or More
FourSyllables
or More Syllables
ChooseChoose
the Word
the Word
1.
4.
B
5
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
ChooseChoose
the Word
the Word
Three Syllables
Three Syllables
Parent Directions:
Parent
Have
Directions:
your child Have
use each
your of
child
theuse
words
eachbelow
of thein words
a sentence.
below in a sentence.
Word Cards (BLM 5)
Directions: Read
Directions:
the sentence
Read
and
the
choose
sentence
the and
wordchoose
that makes
the word
sense
that
and
makes
is spelled
sensecorrectly.
and is spelled
Write correctly. Write
the correct wordthe
in the
correct
blank
word
space.
in the blank space.
barracuda
ranch
flotilla
5
stampede
stampede
5
Word Study & VocabularyWord
4: Unit
Study
27:&Words
Vocabulary
from Spanish
4: Unit 27: Words from Spanish
Word Cards (BLM 4)
Materials:
• BLM 2: Category Cards
• BLMs 3–5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
5
5
Word Cards (BLM
Word
5) Cards (BLM 5)
©2010 Benchmark Education Company, LLC
renegade
barracuda
canoe
ranch
alfalfa
flotilla
Two Syllables
Two Syllables
5
5
5
corral
corral
vanilla
4
Word Study & Vocabulary 4: Unit 27: Words from Spanish
jaguar
renegade
potato
canoe
mesaalfalfa
One Syllable
One Syllable
ranch
ranch
5
5
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
Word Bank Word Bank
cafeteria
cafeteria
jaguar
patio
patio potato
maize
maizemesa
5
5
comrade
comrade renegade
renegade
4
jaguar
3
Word Cards (BLM 3)
Parent Directions:
Parent
Have
Directions:
your child Have
read the
yourwords
child and
readsort
the them
wordsaccording
and sort to
them
the according
number oftosyllables.
the number of syllables.
machete
machete
5
cinchcinch
4
tuna
©2010 Benchmark Education Company, LLC
5
5
canyon
canyon
spaniel
4
Word Study & Vocabulary 4: Unit 27: Words from Spanish
lassolasso
5
5
4
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
SyllableSyllable
Sort and
Sort
Writing
and Writing
Sentences
Sentences
5
5
vanilla
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
5
5
5
4
chocolate
3
5
salsa
burro
3
5
canoe
canoe
4
4
silo
3
4
bronco
5
bonanza
bonanza hurricane
hurricane
potato
4
galleon
galleon
5
5
pinto
barracuda
3
3
embargo
4
barbecue
rodeo
5
4
jaguar
3
Word Cards (BLM 3)
armada
armada hammock
hammock
mosquito
4
plaza
alcove
alcove
4
armadillo
3
• Sort words that come from Spanish accordingfiesta
to the number
tornado
of syllables
flotilla
vigilante
• Spell words that come from Spanish
• Explore the meaning of words that come from Spanish
• Use words that come from Spanish in sentences
®
vigilante
Word Study & Vocabulary 4: Unit 27: Words from Spanish
Category Cards (BLM 2)
maize
4
patio
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
tuna
4
Word Cards (BLM 3)
Word Study & VocabularyWord
4: Unit
Study
27:&Words
Vocabulary
from Spanish
4: Unit 27: Words from Spanish
Anchor Chart (BLM 1)
savvy
3
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
4
chocolate
3
3
spaniel
4
tornado
flotilla
3
Day 5
fiesta
flotilla
4
burro
3
3
3
Students will:
hurricane
tortilla
hurricane
flotilla
salsa
4
silo
3
4
bronco
3
embargo
barracuda
alfalfa
barracuda
Many of these
Many words
of these
have
words
double
haveconsonants:
double consonants:
Materials:
• BLM 2: Category Cards
adobe
• BLMs 3–4: Word Cards
aficionado
• BLM 6: Take-Home Activity
alfalfa
• Teacher Category Cards—Long o, Long e, Schwa
with a
cafeteria
• Teacher Word Cards—embargo, mesa, savvy
Day 4
alfalfa
fiesta
AnimalsAnimals
• Define words that come from Spanish
• Sort words according to their endings
• Sort words according to their meanings
Day 3
fiesta
plaza
potato
4
savvy
3
4
barracuda
3
coyote
Many endMany
with end
a schwa
with sound
a schwa
spelled
soundwith
spelled
a: with a:
pinto
4
rodeo
3
4
barbecue
3
cafeteria
4
mosquito
4
plaza
3
maize
4
armadillo
3
alfalfa
Many endMany
with end
a long
with
e sound:
a long e sound:
alligator
3
patio
3
Many of these
Many words
of these
end
words
with end
a long
with
o sound:
a long o sound:
Materials:
• Anchor Poster
mesa
3
aficionado
The English
Thelanguage
English language
is full of is
words
full of
that
words
originally
that originally
came from
came
Spanish:
from Spanish:
a
r
k
E
d
u
c
a
t
i
o
n
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
C
o
m
p
a
n
y
6/8/10 8:04:21 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Ask Spanish-speaking students to share the
meanings of the spelling words in Spanish.
Pair students who speak other languages
with fluent English speakers who can
draw pictures or use actions to define the
spelling words. Alternatively, use simple
words to define the spelling words, for
example: hurricane—“storm”; alcove—
“corner, nook”; bonanza—“bonus, gift”;
corral—“pen for animals”; embargo—
“ban”; renegade—“rebel”; savvy—“knowhow”; vanilla—“flavor from a plant.”
Review Latin Roots ven/vent, junct, spir,
sec/sect
Focus Words: convene, junction, perspire, dissect, revenue, adjunct, spirited,
sector
Say the word convene aloud and ask students to identify the Latin root and to tell
what it means. (ven—“come”). Ask what convene means. Have volunteers use the
word in an oral sentence.
Repeat with the words junction (junct—“join”), perspire (spir—“breathe”), and
dissect (sect—“cut”).
Ask students to write the words revenue, adjunct, spirited, and sector in their word
study notebooks. Have them underline the Latin roots and then define the words.
Blending Practice
If some students have difficulty reading the
words, remind them that dividing words
into syllables can help them read long or
unfamiliar words. For example, point to
the word hurricane on the chalkboard.
Point out that the word has four vowels
but three vowel sounds, so it has three
syllables. (The e is silent.) Show how you
divide the word into syllables according to
syllable pattern rules: between the double
consonant and between the vowel i and
the consonant c: hur/ri/cane. Point out
the r-influenced vowel in the first syllable,
the open vowel in the second syllable, and
the VCe pattern in the last syllable. Explain
that an open vowel is often long, so you
will first try to read the word with the long
vowel sound: hur/righ/cane. Explain that
since this doesn’t sound right, you’ll try the
short i sound in the second syllable. Show
students how you read each syllable and
blend them together to read the word:
hur/ri/cane. Continue to support students
who need help with blending throughout
the week, using the example words used in
the lesson.
©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
Introduce Words from Spanish
Model
Write the following words on the chalkboard: salsa, hammock, rodeo. Say: These are
all English words that came from Spanish words.
Explain that many Spanish words have kept their original forms, such as salsa. Say:
You probably know that salsa is a spicy sauce made from tomatoes. In Spanish, the
word refers to almost any kind of gravy or sauce.
Explain that other Spanish words, such as hammock (“a bed made of net that is
strung between two posts”) entered English during the 17th and 18th centuries, when
American traders sailed through the Caribbean and acquired Spanish words from the
people there.
Tell students that other Spanish words came to English in the early 19th century when
Americans began moving into the Southwest. Explain that many of these words have
to do with horses and horseback riding, for example, rodeo, which is a show for
exhibiting cowboys and their skills.
Guide
Refer to the anchor poster and note the endings and the double consonants of many
English words that come from the Spanish language.
Work with students to brainstorm English words that come from Spanish and write
them on the chalkboard. If students are unsure if the words originally were Spanish,
have them look up the words in a dictionary.
Discuss the meanings of the words on the chalkboard. Encourage students to use the
words in oral sentences.
ISBN: 978-1-4509-0398-1
2 Word Study & Vocabulary 4: Unit 27: Words from Spanish
Kit 4_Unit 27_TG.indd 2
©2010 Benchmark Education Company, LLC
6/8/10 8:04:21 PM
Apply
Assessment Tip
Ask students to add the words on the chalkboard to their word study notebooks.
If students are having difficulty spelling
multi-syllabic words, encourage them to
rewrite the words in syllabic form.
Have students work in small groups to add more words to their lists. Encourage
them to look up words they don’t know in a dictionary. Ask them to use the words
in oral sentences.
Spelling Words from Spanish
Unit Spelling Words: bonanza, patio, embargo, alcove, renegade, hurricane,
corral, savvy
Write these words on the chalkboard: bonanza, patio, embargo. Explain to
students that words that come from Spanish often have the schwa sound spelled
by the letter a at the end, such as bonanza, or the long o vowel sound at the end,
as in embargo. Discuss the meanings of the words with students.
Tell students that they will also find words from Spanish that have a long vowel
and silent e, such as alcove and renegade. Discuss the meanings of these two
words with students.
Write these words on the chalkboard: hurricane, corral, and savvy. Point out the
double consonants in each word as you say the words aloud. Explain to students
that double consonants are another typical spelling pattern they will find in English
words that have come from Spanish.
Ask volunteers to use the spelling words in oral sentences.
Ask students to write each spelling word in their word study notebooks.
©2010 Benchmark Education Company, LLC Kit 4_Unit 27_TG.indd 3
Providing Support
Discuss how the spelling words derived
their meanings. The word savvy, for
example, comes from the Spanish word
that means “to know.” We use the word
to refer to someone who is shrewd or
“gets it.” Renegade comes from the word
el renegado, which means “deserter
or outlaw.” We use the word to refer to
someone who is disloyal or who goes to
the other side. The word hurricane comes
from a Caribbean word that means “wind.”
Embargo comes from a Spanish word that
means “to bar,” as in “to keep from.” In
Spanish, la bonanza means “calm seas”
or “fair weather.” Ask students how that
might be considered a “bonanza.”
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.
Word Study & Vocabulary 4: Unit 27: Words from Spanish 3
6/8/10 8:04:22 PM
Day Two
Review Words from Spanish
Sound Sort
Long o
Schwa with a Long e
embargo
aficionado
tornado
silo
rodeo
patio
alfalfa
cafeteria
plaza
flotilla
fiesta
mesa
adobe
vigilante
coyote
savvy
Buddy Sort
Food
Animals
vanilla
chocolate
salsa
potato
barbecue
maize
(tuna)
(pinto)
armadillo
barracuda
burro
jaguar
mosquito
spaniel
alligator
bronco
(tuna)
(pinto)
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.
Write the words bronco, armadillo, and plaza on the chalkboard. Say the words
aloud together.
Ask each student to turn to a buddy and explain what clues tell them that these
words came from the Spanish language. (ending in the vowels o and a; double
consonant l) Ask them to discuss the meanings of each word. Ask volunteers to share
their definitions.
Sound Sort: Word Endings
Teacher Word Cards: embargo, mesa, savvy
Teacher Category Cards: Long o, Long e, Schwa with a
Place the category cards in a pocket chart so that the students can see them. Read
the word embargo aloud.
Think aloud: I hear the long o sound at the end of the word embargo and I can see
the o at the end of the word, so I will place this card in the Long o category.
Hold up the card for mesa and have students read it with you. Ask students what
sound they hear at the end of the word (remind them that the sound is neither long
nor short a) and where to place the card.
Hold up the card for savvy and have students read it with you. Point out that long e
sound at the end of the word is spelled with the letter y.
Give students the Long o, Long e, and Schwa with a category cards from BLM 2
and the word cards from BLM 3 and ask them to sort the words into the correct
categories according to ending sounds.
Buddy Sort
Give pairs of students the Food and Animals category cards from BLM 2 and the
word cards from BLM 4. Have one student read a word and ask in which category to
place the word. When the other student responds and the word is placed, the other
student chooses a word and asks where the word should be sorted. Tell students that
one word could go into either category.
Spelling. Have students sort the unit spelling words into categories based on their
ending sounds: schwa with a (bonanza, vanilla); long o (embargo); long vowel,
silent e (hurricane, alcove, renegade); long e (savvy); or other (corral).
4 Word Study & Vocabulary 4: Unit 27: Words from Spanish
Kit 4_Unit 27_TG.indd 4
©2010 Benchmark Education Company, LLC
6/8/10 8:04:22 PM
Day Three
Guess My Category Sort
Divide students into pairs. Give each pair a mixed group of word cards from
BLMs 3, 4, and 5 and blank index cards for categories.
Have the pairs work together to review the meanings of the words and decide
on two or more categories into which they will sort their cards. For example,
they may sort the cards by concept (words having to do with horses or homes)
or by spelling (words with double consonants), and so on. Have them write their
categories on the index cards.
After students have completed their sorts, have them take the words away, but
save the categories. Have them trade categories and word cards with another pair
of students and sort.
Sound Sort: Syllables
Have students write the following categories in a row in their word study
notebooks: One Syllable, Two Syllables, Three Syllables.
Read the word cards from BLM 5 aloud and have students write the words in
the appropriate category in their word study notebooks. After you have finished,
place the word cards from BLM 5 in the pocket chart so students can check their
spelling.
Applying Meaning. Give students BLM 7 and ask them to complete the cloze by
choosing the word that correctly completes the sentence.
Sound Sort: Syllables
One
Syllable
Two
Syllables
Three
Syllables
shack
cinch
ranch
alcove
canoe
canyon
comrade
corral
stampede
lasso
hammock
armada
bonanza
galleon
hurricane
renegade
Assessment Tip
Use students’ completed BLM 7 to assess
their understanding of the words and
whether they are able to spell them
correctly.
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 take home 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 27_TG.indd 5
Word Study & Vocabulary 4: Unit 27: Words from Spanish 5
6/8/10 8:04:23 PM
Day Four
Providing Support
Instead of having students read the
passage independently, place students in
small groups of mixed reading abilities and
have them choral-read the passage straight
through. Then have them work as a team
to find examples of English words that
come from Spanish.
Name ___________________________________
Date ____________________________________
To: Jimmy S
Subject: Vacation!!!!!!!!!!
Give students a copy of the passage on BLM 9 and tell them they are going to hunt
for words that are Spanish in origin.
Remind students that many English words that came from Spanish end in long o or e
or schwa spelled with an a, and that often they are spelled with double consonants,
such as the word tortilla.
Model reading a line and finding a word and circling it. Then ask students to
Dictation
complete the wordSpelling
hunt on
their own.
Name ___________________________________
Date ____________________________________
Review Words
Hey, Jimmy. How are you?
Vacation is going great. As you know, I wasn’t too thrilled when Dad said
we were coming to the Flying Lasso Ranch, but I have to admit that it’s been a
make sure underlines
ed to overprint
Attributes)
Word Hunt
After 1.students have completed the word hunt, ask volunteers to share the words they
found.2.
blast so far.
3.
After we arrived on Sunday, we met Billy, who works with the livestock
on the ranch. They raise cattle here, along with some chickens and pigs. Billy
Challenge students to write their own sentences with five of the words they found.
showed us around the barnyard and corral, where we saw a newborn foal that
New Words
was only two days old—that was cool. Sunday night we had a big welcome
1.
dinner on the patio of the lodge, and the main course was an enormous kettle
full of chili con carne. Yum!
Since then, we’ve been for rides every day on the ranch. On Monday,
all the guests rode burros down into a nearby canyon, where we saw some
incredible rock formations and some strange desert plants that I’ve never seen
before. Lots of the plants had spines, or sharp needles, like the cactus and
the prickly pear we saw. As the sun went down, we rode up out of the canyon
and onto the mesa to make our way home. We heard a coyote howling in the
distance, which gave me goose bumps! I so was glad to get back to the ranch
safe and sound.
Well, my siesta (that’s what they call an afternoon break around here) is
2.
Spelling Dictation
3.
Give students
Spelling Dictation (BLM 10). Dictate the following words from last
Sentence
week’s spelling words to students, one at a time, and have students write them on
their BLMs: invention, transpire, intersect.
just about over, so I’ll say bye for now. Talk to you when I get home!
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: embargo, renegade, patio.
Later,
Bradley
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 27: Words from Spanish
©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 Spanish
origins.
Spelling Dictation (BLM 10)
Dictate the following sentence and have students write it on their papers: From
the alcove off the porch, she could see that the hurricane hadn’t caused any
damage to the corral.
Word Study & Vocabulary 4: Unit 27: Words from Spanish
©2010 Benchmark Education Company, LLC
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 27: Words from Spanish
Kit 4_Unit 27_TG.indd 6
©2010 Benchmark Education Company, LLC
6/8/10 8:04:24 PM
Day Five
Spelling Assessment
Use the following procedure to assess students’ spelling of the unit spelling words:
Name ___________________________________
Date _______________________________________
Unit 27 Quick-Check: Words from Spanish
Answer Questions
Directions: Choose the correct word to complete each sentence.
1.
The sun was high over our heads as we hiked down into the __________________.
•Say a spelling word and use it in a sentence.
2.
“I’m starving,” said Joe. “Let’s get lunch in the __________________ before it closes.”
•Have students write the word on their papers.
3.
Tina had been going to camp for ten years and figured she was __________________
•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.
Quick-Check Assessment
Assess students’ mastery of words from Spanish using the Quick-Check for Unit 27.
bonanza
cafeteria
about how it worked.
savvy
4.
plaza
galleon
vigilante
canyon
corral
aficionado
They store corn in the __________________ by the railroad tracks.
patio
alfalfa
silo
Apply
Directions: In the space below, list three to five words you know that originally came from Spanish.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Words with Double l
Words with Other Double
Consonants
alligator
vanilla
flotilla
armadillo
barracuda
burro
hurricane
hammock
Word Bank
alligator, barracuda,
burro, hurricane,
vanilla, flotilla,
armadillo, hammock
Think and Write about Words from Spanish
Directions: In the space below, explain how understanding words that originally came from Spanish helps
you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 27: Words from Spanish
©2010 Benchmark Education Company, LLC
Answer Key Unit 27 Quick-Check
Suggestions for Independent Practice
Charades. Have students form teams. Give them a set of word cards and have the
teams take turns acting out the words on the cards.
Word Maze. Give students a set of word cards and have them create a word maze
with the words. Encourage students to trade mazes and solve them.
Alpha Order. Have pairs of students place the words from one of the BLMs in
alphabetical order. For more of a challenge, ask them to alphabetize all the word
cards. Remind them to use second and third letters to alphabetize words that start
with the same letter.
Clues. Have pairs of students select ten word cards and write clues for the words.
Have them exchange clues with another pair and try to guess each other’s words.
Answer Key BLM 6
One Syllable
Two Syllables
ranch
maize
jaguar
canoe
mesa
Three Syllables
Four or More
Syllables
renegade
patio
potato
alfalfa
flotilla
cafeteria
barracuda
Answer Key BLM 7
1. plaza
2. comrades
3. spaniel
4. galleons
5. barbecue
6. aficionado
Answer Key BLM 8
1. ranch
2. vanilla
3. flotilla
4. tornados
5. embargo
6. barracudas
©2010 Benchmark Education Company, LLC Kit 4_Unit 27_TG.indd 7
Word Study & Vocabulary 4: Unit 27: Words from Spanish 7
6/8/10 8:04:25 PM
Name ____________________________________
Date ________________________________________
Unit 27 Quick-Check: Words from Spanish
Answer Questions
Directions: Choose the correct word to complete each sentence.
1. The sun was high over our heads as we hiked down into the __________________.
bonanza
plaza
canyon
2. “I’m starving,” said Joe. “Let’s get lunch in the __________________ before it closes.”
cafeteria
galleon
corral
3. Tina had been going to camp for ten years and figured she was __________________
about how it worked.
savvy
vigilante
aficionado
4. They store corn in the __________________ by the railroad tracks.
patio
alfalfa
silo
Apply
Directions: In the space below, list three to five words you know that originally came from Spanish.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Words with Double l
Words with Other Double
Consonants
Word Bank
alligator, barracuda,
burro, hurricane,
vanilla, flotilla,
armadillo, hammock
Think and Write about Words from Spanish
Directions: In the space below, explain how understanding words that originally came from Spanish helps
you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 27: Words from Spanish
Kit 4_Unit 27_TG.indd 8
©2010 Benchmark Education Company, LLC
6/8/10 8:04:25 PM