2
WordStudy Build
Unit
Vocabulary
Long and Short e Patterns in Accented Syllables
5
Lesson Objectives
Day 1
Students will:
• Understand that long e sounds can be spelled in different
ways
• Read and write words with long and short e vowel sounds
Day 2
Spelling Pattern
Spelling Pattern
short e
Students will:
• Sort words by spelling patterns
Materials:
• Anchor Poster
• BLM 6: Take-Home Activity
• Teacher Category Cards—Long e, Short e
• Teacher Word Cards—same as BLM 3
Day 3
Students will:
Example Words
Example Words
short ea short ea
break/fast,
feath/er feath/er
break/fast,
caf/feine,caf/feine,
sei/zure sei/zure
ie, long eie,
sound
long e sound
dis/be/lief,
die/sel die/sel
dis/be/lief,
ei
ie
ie
caffeine
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
Category Cards Category
(BLM 2) Cards (BLM 2)
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Benchmark
LLCEducation Company, LLC
tremble
Anchor Chart (BLM 1)
healthy
3
belief
3
breakfast
3
3
3
threaten
3
tremble
3
3
3
3
5
5
4
4
Word Cards (BLM 3)
2.
energy
2. debrief
energy
elephant
debrief
elephant
2.
expect
3.
either
3.disbelief
either
reprieve
disbelief
reprieve
3.
receive 3. leisure
receive
4.
weather 4. endeavor
weather
4.
breakfast 4.
5.
neither 5. jealous
neither
5.
neither 5. debrief
neither
receiver
2. measure
expect
feather
threaten
weather
breakfast
enemy
measure
achieve
leisure
ie
ie
Date ____________________________________
A Good Breakfast
reprieve
debrief
endeavor
diesel
receipt
diesel
receipt
2.
3.
that children who eat a good breakfast do better at school. It shouldn’t be a
surprise that adults who eat a good breakfast do better at work, too!
reprieve
New Words
What do you think happens when you skip breakfast? Some people
threaten
ketchup
Date ____________________________________
1.
Breakfast is the most important meal of the day. Studies have shown
engine
Word Bank Word Bank
threaten
endeavor
healthy
Name ___________________________________
Review Words
I’m just not hungry in the morning.” Or perhaps you’ve heard, “I don’t have
enemy
Word Bank Word Bank
energy
healthy
energy
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Benchmark
LLCEducation Company, LLC
How many times have you heard people say, “I never eat breakfast.
Parent Directions:
Parent
Have
Directions:
your child Have
choose
your
thechild
wordchoose
from the
the word
word bank
from that
the word
has the
bank
same
that has the same
sound, spelling pattern,
sound, spelling
and accented
pattern,syllable
and accented
as the target
syllable
word
as the
andtarget
write word
it on and
the line.
write it on the line.
ketchup
ceiling
6.
threaten 6.
threaten
__________________
__________________
6.
elephant 6.
elephant
__________________
__________________
7.
caffeine 7.
caffeine
__________________
__________________
7.
disbelief 7.
disbelief
__________________
__________________
reprieve
ceiling
reprieve
enemy
believe that they will become thinner by skipping meals, but the opposite is
1.
true. Your body expects to be fed on a regular basis. When you don’t give it
enemy
the fuel it needs when it needs it, it goes into starvation mode. Your body
2.
starts to store up fat that it can use for energy in the future.
3.
What is a healthful breakfast made up of? Protein and fiber. We get
protein from foods like meat, eggs, milk, and nuts. We get fiber from foods
8.
reprieve 8.
reprieve
__________________
__________________
8.
instead 8.
instead
__________________
__________________
9.
engine
engine
__________________
__________________
9.
receipt
receipt
__________________
__________________
9.
like fruit, vegetables, and whole grains. Breakfast foods such as pastries,
sugary cereals, and white bread may give you quick energy, but they will
10. Wednesday
10. Wednesday
__________________
__________________
and sugary cereals are lacking in whole grains and fiber.)
Directions: Write
Directions:
four sentences
Write using
four sentences
each of the
using
following
each ofwords:
the following
enemy, words:
measure,
enemy,
either,
measure, either,
achieve.
achieve.
Parent Directions:
Parent
Have
Directions:
your child Have
write your
a sentence
child write
using
a sentence
each of the
using
following
each ofwords:
the following
elephant,
words: elephant,
healthy, caffeine,
healthy,
belief.
caffeine, belief.
whole grain toast with peanut butter and a glass of low-fat milk. How simple
is that?!
So the next morning that you leave the house in a hurry, reach for a
__________________________________________________________________________
__________________________________________________________________________
hard-boiled egg instead of a donut for your most important meal of the day!
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Date ____________________________________
Here is an example of a well-rounded breakfast: one or two pieces of
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
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Benchmark
LLCEducation Company, LLC
Reading Passage (BLM 9)
Word Study & VocabularyWord
2: Unit
Study
5: Long
& Vocabulary
and short2:eUnit
patterns
5: Long
in accented
and shortsyllables
e patterns in accented syllables
First Try
Second Try
(if needed)
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 2: Unit 5: Long and short e patterns in accented syllables
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
Date ____________________________________
Spelling Peer Check
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write
your spelling words.
2.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
Name ___________________________________
3.
Sentence
leave you feeling tired and hungry after just a couple hours. (White bread
10. weather 10. weather
__________________
__________________
1.
Breakfast is the most important meal of the day. Studies have shown
ei
Name ___________________________________
achieve
engine
weather
Spelling Dictation
time to sit down for breakfast. I usually grab either a granola bar or a bagel.”
engine
ei
Word Study & VocabularyWord
2: Unit
Study
5: Long
& Vocabulary
and short2:eUnit
patterns
5: Long
in accented
and shortsyllables
e patterns in accented syllables
feather
Directions: Read
Directions:
each word.Read
Choose
eachthe
word.
word
Choose
from the
the word
word bank
from that
the word
has the
bank
same
thatsound,
has the same sound,
spelling pattern, spelling
and accented
pattern,syllable
and accented
as the target
syllable
word
as the
andtarget
write word
it on and
the line.
write it on the line.
Review Words
I’m just not hungry in the morning.” Or perhaps you’ve heard, “I don’t have
never
time to sit down for breakfast. I usually grab either a granola bar or a bagel.”
engine
Name ___________________________________
How many times have you heard people say, “I never eat breakfast.
believe
never
retrieve
engine
Short ea
Spelling Dictation
caffeine 1. threaten
caffeine
Classroom Activity (BLM 7)
Date ____________________________________
leisure
retrieve
Short ea
ChooseChoose
the Word
the Word
1.
9.
receiver
believe
expect
leisure
ceiling
breakfast breakfast
Take-Home Activity (BLM 6)
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
groupread
of words
each group
and circle
of words
the word
and circle
that does
the word
NOT that does NOT
belong with thebelong
others. with the others.
receiver
jealous
expert
receiver
sweater
expect
achieve
ceiling
Short e
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
effort
Word Study & VocabularyWord
2: Unit
Study
5: Long
& Vocabulary
and short2:eUnit
patterns
5: Long
in accented
and shortsyllables
e patterns in accented syllables
A Good Breakfast
5
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Benchmark
LLCEducation Company, LLC
threaten 1. feather
threaten
__________________________________________________________________________
__________________________________________________________________________
Name ___________________________________
5
5
1.
__________________________________________________________________________
__________________________________________________________________________
• Spell words with the long and short e sounds in accented
syllables
5
Directions: Read
Directions:
each group
Read
of words.
each group
Circle of
thewords.
word Circle
that does
the word
NOT belong
that does
withNOT
thebelong
others. with the others.
__________________________________________________________________________
__________________________________________________________________________
Students will:
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
ChooseChoose
the Word
the Word
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
5
Word Cards (BLM 5)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
endeavor
engine
weather
expert
measure
achieve
Short e
5
5
Word Cards (BLM
Word
5) Cards (BLM 5)
effort
feather
receipt
weather
debrief
sweater
measure
weather
weather
Word Study & VocabularyWord
2: Unit
Study
5: Long
& Vocabulary
and short2:eUnit
patterns
5: Long
in accented
and shortsyllables
e patterns in accented syllables
©2010 Benchmark Education Company, LLC
Word Cards (BLM 4)
• Identify words with short e spelling, short ea spelling,
ei spelling (long e), ie spelling (long e)
• Write and spell words with the long and short e sounds in
accented syllables
• Use words with the long and short e sounds in accented
syllables in written sentences
receipt
debrief
5
5
5
5
Word Cards (BLM 4)
Students will:
SpellingSpelling
and Sound
and Sound
PatternsPatterns
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
wordread
in the
each
word
word
bank
in and
the word
then sort
bankthe
andwords
then sort the words
according to their
according
spelling to
and
their
sound
spelling
patterns.
and sound patterns.
5
5
5
5
4
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
©2010 Benchmark Education Company, LLC
that children who eat a good breakfast do better at school. It shouldn’t be a
surprise that adults who eat a good breakfast do better at work, too!
New Words
What do you think happens when you skip breakfast? Some people
believe that they will become thinner by skipping meals, but the opposite is
1.
true. Your body expects to be fed on a regular basis. When you don’t give it
the fuel it needs when it needs it, it goes into starvation mode. Your body
2.
starts to store up fat that it can use for energy in the future.
3.
What is a healthful breakfast made up of? Protein and fiber. We get
protein from foods like meat, eggs, milk, and nuts. We get fiber from foods
like fruit, vegetables, and whole grains. Breakfast foods such as pastries,
sugary cereals, and white bread may give you quick energy, but they will
Sentence
leave you feeling tired and hungry after just a couple hours. (White bread
and sugary cereals are lacking in whole grains and fiber.)
Here is an example of a well-rounded breakfast: one or two pieces of
whole grain toast with peanut butter and a glass of low-fat milk. How simple
is that?!
So the next morning that you leave the house in a hurry, reach for a
hard-boiled egg instead of a donut for your most important meal of the day!
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
®
Kit 2_U5_TG.indd 1
B
e
n
c
h
m
a
r
k
E
d
u
c
a
t
©2010 Benchmark Education Company, LLC
hotelhotel
instead
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
engine
engine
Wednesday
4
4
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
seizure
seizure
5
enemy
enemy
4
feather
5
5
5
sweater
4
4
Word BankWord Bank
5
receiver
receiver
5
endeavor
endeavor
4
expert
3
5
4
instead
3
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
elephant
elephant reprieve
reprieve
4
retrieve
4
5
5
receive
4
ever
5
elbow
elbow
4
energy
3
relief
levellevel
5
5
receipt
4
never
3
4
debrief
3
5
Wednesday
4
Word Cards (BLM 3)
disbelief
disbelief measure
measure
leisure
4
neither
Materials:
caffeine
• BLM 2: Category Cards
ceiling
• BLM 5: Word Cards
effort
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
either
• Teacher Category Cards—Short e, Short ea, ei,expect
ie
• Teacher Word Cards—same as BLM 4
4
conceive
3
diesel
diesel
jealous
4
ketchup
Category Cards (BLM 2)
4
feather
3
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
©2010 Benchmark Education
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Benchmark
LLCEducation Company, LLC
sweater
4
Word Cards (BLM 3)
Word Study & VocabularyWord
2: Unit
Study
5: Long
& Vocabulary
and short2:eUnit
patterns
5: Long
in accented
and shortsyllables
e patterns in accented syllables
4
expert
3
3
Word Study & VocabularyWord
2: Unit
Study
5: Long
& Vocabulary
and short2:eUnit
patterns
5: Long
in accented
and shortsyllables
e patterns in accented syllables
retrieve
4
threaten
3
4
ever
3
effort
receive
4
relief
3
4
energy
3
ceiling
receipt
4
never
3
4
debrief
3
expect
believe
check to make sure underlines
are marked to overprint
(Window: Attributes)
ei
4
leisure
4
neither
3
jealous
4
conceive
3
breakfast
ei, long eei,
sound
long e sound
belief
3
ketchup
3
ketch/up,ketch/up,
en/e/my en/e/my
short e
healthy
3
believe
3
achieve
Materials:
• Quick-Check Assessment
achieve
either
3
Day 5
Short ea
Short ea
Long e Long e
• Sort words according to their long and short e sounds
Day 4
Short eShort e
Long and
LongShort
and Short
e Patterns
e Patterns
in
in
Accented
Accented
Syllables
Syllables
i
o
n
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
C
o
m
p
a
n
y
6/11/10 3:50:26 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Point out to Spanish-speaking ELs that
many Spanish words are similar to words
in English. Provide the following Spanish
words and related English words: nunca/
never; el recibo/receipt; recuperar/
retrieve. Have students explain the
meaning of each Spanish word to the rest
of the group. Use simple words, gestures,
or pictures to explain the meaning of each
English word.
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, point to the word
feather on the chalkboard. Show how
you divide the word into two syllables
between the vowel a and the consonant t.
Reinforce that the first syllable is accented
and contains the short e sound spelled
ea. The second syllable is closed with an
r-controlled vowel. Read each syllable and
then blend the syllables together: fea/ther:
feather. Continue to support students who
need help with blending throughout the
week, using the example words used in the
lesson.
Review Long and Short a Patterns in Accented
Syllables
Focus Words: persuade, straighten, astray, later, shadow
Write the following sentence on the chalkboard: My sister tried to persuade me to
straighten my hair. Ask students what they remember about the words persuade
and straighten. Remind them that they are words that have the long a sound in the
accented syllable. Point out that the second syllable in persuade is accented, while
the first syllable in straighten is accented.
Write the remaining review words on the chalkboard: astray, later, shadow. Ask
students to turn to a buddy and tell which syllable is accented in each word and what
letter or letters spell the long or short a sound.
Introduce Long and Short e Patterns in
Accented Syllables
Model
Write the words reason, succeed, cedar, and extreme on the chalkboard and read
them aloud. Circle the spelling patterns for the long e sound in each word. Say: We
learned these spelling patterns for long e in accented syllables. In this unit, we will
learn some different spelling patterns for long e, and some patterns for short e.
Write the words believe and receipt on the chalkboard and read them aloud. Circle
the ie and ei digraphs and point out that these digraphs spell the long e sound in the
words. Tell students that the long e sound is in the accented syllable in both words.
Write the word threaten on the chalkboard, read it aloud, and circle the ea digraph.
Say: Sometimes the ea digraph has the short e sound. The short sound is in the
accented syllable of the word threaten.
Guide
Write the words receipt, retrieve, and jealous on the chalkboard. Ask students to read
the words with you and then identify the vowel sound in each word, the letters that
spell the sound, and the accented syllable.
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
Write the words breakfast, ceiling, and retreat on the chalkboard and have students
read the words with you. Ask students to work with a partner to identify the vowel
sound and its spelling in each word.
ISBN: 978-1-4509-0184-0
2 Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
Kit 2_U5_TG.indd 2
©2010 Benchmark Education Company, LLC
6/11/10 3:50:26 PM
Spelling Words with Long and Short e
Patterns
Unit Spelling Words: ketchup, healthy, feather, neither, receipt, leisure,
retrieve, relief
Write the words ketchup, healthy, and feather on the chalkboard and read them
aloud with students. Ask students what vowel sound they hear in the accented
syllable of each word. Have volunteers come up and circle the letter(s) that stand
for the vowel sound in each accented syllable.
Write the words neither, receipt, and leisure on the chalkboard and read them
with students. Have students tell what vowel sound they hear in the accented
syllable of each word. Have different student volunteers circle the letters that stand
for the vowel sound.
Repeat this process with retrieve and relief.
Assessment Tip
Note which students have difficulty telling
you in which column to write the words.
You may want to work with these students,
pointing out the spelling pattern in the
accented syllable that contains either the
long or short e sound. You can also have
students keep the anchor chart on BLM 1
next to them so that they can see examples
of words with these spellings.
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.
Once all the words have been written on the chalkboard, ask students to read the
words with you. Point out that students have to remember which words have the
short e sound spelled with e and which have the sound spelled with ea. Point out
the silent p in the word receipt. Tell students that they will also have to memorize
which words have ie and which words have ei spellings for long e. Remind them
that if there is a letter c in the word, the spelling is usually ei, as in the word
receipt.
Ask students to write the spelling words in their word study notebooks. Have
partners check each other’s spellings. Ask students to circle the letters that stand
for either the short or long e in each word.
©2010 Benchmark Education Company, LLC Kit 2_U5_TG.indd 3
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables 3
6/11/10 3:50:27 PM
Day Two
Teacher-Directed Sort
Short e
Long e
breakfast
effort
expect
healthy
ketchup
never
threaten
tremble
achieve
believe
caffeine
ceiling
either
neither
relief
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
Review Long and Short e Patterns in
Accented Syllables
Show students the anchor poster and ask volunteers to come up with an example
sentence for each word shown on the poster.
Teacher-Directed Sort
Teacher Word Cards: same as BLM 3
Teacher Category Cards: Short e, Long e
Give each pair of students one of the teacher word cards. Have them hold up their
cards for everyone to read. Read each word aloud and discuss the meanings of the
words. After all the words have been read and discussed, gather the cards into a
stack.
Place the category cards in a pocket chart. Tell students that they will sort the words
according to their sounds, whether they have the long or short e sound in the
accented syllable.
Because some ELs may not have someone
Pick a card and read it to students. Ask them to tell you in which category you should
at home who speaks English well enough
place the word card. Repeat with all the cards.
to work with them on BLM 6, make sure
that they understand the directions. Also
After all the words have been sorted, read each list of words and ask students if they
pronounce and define each word for them.
are sure the words are sorted in the correct columns. Discuss with students which
words belong in which columns.
4 Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
Kit 2_U5_TG.indd 4
©2010 Benchmark Education Company, LLC
6/11/10 3:50:27 PM
Day Three
Pattern Sort
Pattern Sort
Teacher Word Cards: same as BLM 4
Teacher Category Cards: Short e, Short ea, ei, ie
Remind students that they’ve been learning about words with long or short e in
the accented syllable. Refer to the anchor poster to reinforce the different ways
long or short e can be spelled in words.
Place the category cards in a pocket chart. Read aloud each of the words from the
word cards.
Think aloud: Each of these words has either the long or short e sound. Some
contain the sound in the first syllable, while others contain the sound in the
second syllable. In each word, however, the long or short e sound is in the
accented syllable of the word.
Hold up the word card effort. Say the word aloud and ask students which syllable
is accented. Say the word again and ask students if they hear the long or short
e sound in the word. Say: This word belongs in the Short e category. Place the
word card in the Short e category.
Have students help you place the remaining word cards in the correct category in
the pocket chart. As you place each word, ask students to explain why the word
belongs in the category.
Spelling. Ask students to sort the spelling words into the categories Short e,
Short ea, ei, and ie in their word study notebooks.
Buddy Sort
Give pairs of students the category cards from BLM 2 and the word cards from
BLM 5. Invite one student to read a word and ask in which category to place the
word. After the other student responds and the word is placed in the correct
category, the other student chooses a word and asks where the word should be
sorted.
Applying Meaning. Give students BLM 7 and complete the activities, choosing
the word that doesn’t fit with the others in the set, choosing the word that has the
same sound or spelling as the target word, and writing sentences with words that
have a long or short e in the accented syllable.
Short e
Short ea ei
energy
ever
expert
Wednesday
feather
instead
jealous
sweater
ie
conceive belief
leisure
debrief
receipt
retrieve
Buddy Sort
Short e
Short ea
ei
elbow
endeavor receiver
elephant measure seizure
enemy
weather
engine
hotel
level
ie
diesel
disbelief
reprieve
Assessment Tip
Use students’ completed BLM 7 to assess
their understanding of the spelling patterns
for the words. Note whether they need
more practice in applying the different
spellings.
Providing Support
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner and a
dictionary to read and complete it. Read
the words aloud with students and have
them echo-read. Provide meanings for
each word. Have them write the meanings
of the words using simple words or
pictures.
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 and the meanings of the words
since there may not be anyone at home
who speaks English well enough to help
them complete it.
©2010 Benchmark Education Company, LLC Kit 2_U5_TG.indd 5
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables 5
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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 words with the long
and short e sound in accented syllables.
Name ___________________________________
Date ____________________________________
A Good Breakfast
How many times have you heard people say, “I never eat breakfast.
I’m just not hungry in the morning.” Or perhaps you’ve heard, “I don’t have
time to sit down for breakfast. I usually grab either a granola bar or a bagel.”
make sure underlines
ked to overprint
w: Attributes)
Breakfast is the most important meal of the day. Studies have shown
that children who eat a good breakfast do better at school. It shouldn’t be a
surprise that adults who eat a good breakfast do better at work, too!
What do you think happens when you skip breakfast? Some people
believe that they will become thinner by skipping meals, but the opposite is
true. Your body expects to be fed on a regular basis. When you don’t give it
the fuel it needs when it needs it, it goes into starvation mode. Your body
starts to store up fat that it can use for energy in the future.
What is a healthful breakfast made up of? Protein and fiber. We get
protein from foods like meat, eggs, milk, and nuts. We get fiber from foods
like fruit, vegetables, and whole grains. Breakfast foods such as pastries,
sugary cereals, and white bread may give you quick energy, but they will
leave you feeling tired and hungry after just a couple hours. (White bread
and sugary cereals are lacking in whole grains and fiber.)
Here is an example of a well-rounded breakfast: one or two pieces of
whole grain toast with peanut butter and a glass of low-fat milk. How simple
Word Hunt
Give each student a copy of the passage on BLM 9. Tell them to read the passage
and underline words they find that are examples of words with long or short e in the
accented syllables. Tell them to look for other long e spellings in accented syllables
besides ei and ie. Point out that the word cereal is not an example of a long e
digraph, but of an open vowel pattern.
Ask them to write the words they find in their word study notebooks and have them
circle the syllableSpelling
that contains
either the long or short e sound.
Dictation
Name ___________________________________
Date ____________________________________
Words
Ask Review
students
to look through what they have read recently, either in class or for
1.
pleasure,
to
find
words that fit the target spelling pattern. When students find new
2.
words,
have them write the words in their word study notebooks. Have students
3.
meet in small groups and read aloud the words they found.
New Words
1.
2.
Spelling Dictation
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: statement, rather, basket.
is that?!
So the next morning that you leave the house in a hurry, reach for a
hard-boiled egg instead of a donut for your most important meal of the day!
Reading Passage (BLM 9)
Answer Key Reading Passage (BLM 9)
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
©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 that have the long
and short e sounds in accented syllables.
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: ceiling, jealous, diesel.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
©2010 Benchmark Education Company, LLC
Dictate the following sentence and have students write it on their papers: Rachel
was relieved to see they would have hamburgers with ketchup instead of
hotdogs for lunch.
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 2: Unit 5: Long and short e patterns in accented syllables
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©2010 Benchmark Education Company, LLC
6/11/10 3:50:28 PM
Day Five
Name ___________________________________
Spelling Assessment
Use the following procedure to assess students’ spelling of the unit spelling words:
•Say a spelling word and use it in a sentence.
Answer Questions
Directions: Circle the word that has the same sound and vowel pattern in the same accented syllable
as the target word in each set.
1.
•Have students write the word on their papers.
•Continue with the remaining words on the list.
3.
breakfast
Wednesday
4.
leisure
a. effort
a. sweater
a. reprieve
a. ceiling
b. believe
b. diesel
b. endeavor
b. energy
c. threaten
c. seizure
c. engine
c. elephant
Directions: In the space below, list three to five words you know that contain either the long or short
e sound in the accented syllable.
____________
Quick-Check Assessment
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort. Write each word in the
appropriate sort category.
•Use the assessment to plan small-group or individual practice.
Short e
Short ea
expert
engine
jealous
measure
ei
ie
either
neither
debrief
reprieve
Word Bank
debrief, expert,
either, reprieve,
jealous, engine,
neither, measure
Think and Write about Long and Short e Patterns in Accented
Syllables
Assess students’ mastery of words with the long or short e in accented syllables
using the Quick-Check for Unit 5.
Suggestions for Independent Practice
Concept Sort. Give pairs or small groups of students a set of word cards. Ask
them to sort the words into categories of related characteristics. For example,
receipt, receive, and retrieve might be sorted together because they all start with
the letters r and e. Then have the groups try to guess how the group has sorted
their words.
Speed Read. Have pairs of students select up to twenty word cards and read the
words to each other. Then have them take turns reading the words while the other
student times their reading with a stopwatch.
Acrostics. Have pairs of students use a sheet of graph paper and a set of word
cards to create an acrostic. One student picks a card and reads the word aloud.
The other student writes the word on the graph paper. Then, the students reverse
roles. After the first turn, students must write their word so that it uses at least one
letter from one word already on the paper. Challenge students to fit all the words
in their acrostic.
Spell and Dunk. Divide students into two teams. The teacher or a game referee
pronounces a word for the first competitor to spell. If he or she spells it correctly,
the team gets a point. The contestant then has the opportunity to earn extra
points. He or she attempts to throw a “ball” (foam, crumpled paper, etc.) into a
“basket” (such as a trash can). The contestant can choose to shoot the ball from
different distances. If the contestant makes the basket from the farthest distance,
the team gets three more points; from the middle distance, two points; and from
the closest distance, one point. Players from each team alternate until everyone
has taken a turn. The team with the most points wins.
Kit 2_U5_TG.indd 7
2.
achieve
Apply
•When students have finished, collect their papers and analyze their spelling of
the words.
©2010 Benchmark Education Company, LLC Date _______________________________________
Unit 5 Quick-Check: Long and Short e Patterns
in Accented Syllables
Directions: In the space below, explain how understanding words with long or short e patterns in
accented syllables helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
©2010 Benchmark Education Company, LLC
Answer Key Unit 5 Quick-Check
Answer Key BLM 6
Short e Short ea ei
ie
expert
expect
engine
never
debrief
retrieve
achieve
believe
sweater
measure
breakfast
weather
receipt
leisure
ceiling
receiver
Answer Key BLM 7
1. effort
2. debrief
3. either
4. engine
5. jealous
6. healthy
7. receipt
8. diesel
9. energy
10. endeavor
Answer Key BLM 8
1. caffeine
2. measure
3. achieve
4. engine
5. neither
6. ketchup
7. reprieve
8. threaten
9. ceiling
10. enemy
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables 7
6/11/10 3:50:29 PM
Name ____________________________________
Date ________________________________________
Unit 5 Quick-Check: Long and Short e Patterns
in Accented Syllables
Answer Questions
Directions: Circle the word that has the same sound and vowel pattern in the same accented syllable
as the target word in each set.
2. breakfast
1. achieve
3. Wednesday
4. leisure
a. effort
a. sweater
a. reprieve
a. ceiling
b. believe
b. diesel
b. endeavor
b. energy
c. threaten
c. seizure
c. engine
c. elephant
Apply
Directions: In the space below, list three to five words you know that contain either the long or short
e sound in the accented syllable.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort. Write each word in the
appropriate sort category.
Short e
Short ea
ei
ie
Word Bank
debrief, expert,
either, reprieve,
jealous, engine,
neither, measure
Think and Write about Long and Short e Patterns in Accented
Syllables
Directions: In the space below, explain how understanding words with long or short e patterns in
accented syllables helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 2: Unit 5: Long and short e patterns in accented syllables
Kit 2_U5_TG.indd 8
©2010 Benchmark Education Company, LLC
6/11/10 3:50:30 PM