3
WordStudySpiral
Vocabulary
Prefixes sub-, com-, pro-, en-
Lesson Objectives
Day 1
Students will:
• Understand the function and meaning of prefixes and base
words
• Understand the meaning of prefixes sub-, com-, pro-, and
en- and how sometimes the meaning varies depending on
the word
• Read and spell words with prefixes sub-, com-, pro-, and
en-
sub-
Prefixes
Prefixes
sub-, com-,
sub-, com-,
en-, proen-, pro-
Prefix
Prefix
Meaning Meaning
Example Example
sub-
below or below
under or under
sub-
subway subway
com-
with or together
with or together
com-
combine combine
pro-
varies—often
meaning meaning
varies—often
means
for, forward,
or
promeans for,
forward,
or
propel
in favor of
in favor of
propel
en-
causing something
to
causing something
to
enenable
happen happen
enable
propaganda
3
pro-
en-
Category Cards (BLM
Category
2) Cards (BLM 2)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
subtitle
Anchor Chart (BLM 1)
• Sort words by prefixes
committee
• Use and define words with prefixes sub-, com-,
pro-, propaganda
and
communism
propose
en3
combine
3
3
companion
Materials:
competition
• Anchor Poster
enclose
• BLM 2: Category Cards
• BLM 3: Word Cards
encourage
• BLM 6: Take-Home Activity
endanger
• Teacher Category Cards
enhance
• Teacher Word Cards—subtitle, communism, protect,
endanger
provider
3
3
3
3
subtitle
3
progress
3
Word Cards (BLM 3)
5
Word Cards (BLM 4)
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
entangle
com-
pro-
en-
en-
Meaning: Meaning:
5
5
1. _______________________________________________________________________
1. _______________________________________________________________________
5
2. _______________________________________________________________________
2. _______________________________________________________________________
suburban
suburban
5
5
3. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
4. _______________________________________________________________________
5
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Word Cards (BLM 5)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
• Sort words with prefixes sub-, com-, pro-, and enaccording to meaning
• Use knowledge of meanings and spelling patterns of sub-,
com-, pro-, and en- words in sentences
5
Word Study & VocabularyWord
3: Unit
Study
4: Prefixes
& Vocabulary
sub-, 3:
com-,
Unit pro-,
4: Prefixes
en- sub-, com-, pro-, en-
©2010 Benchmark Education Company, LLC
Word Cards (BLM 4)
Students will:
pro-
Word Cards (BLM
Word
5) Cards (BLM 5)
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
©2010 Benchmark Education Company, LLC
comMeaning: Meaning:
Meaning: Meaning:
5
subplot
subplot
5
5
sub-
provoke
provoke
enjoyenjoy
4
enlist
community community
profess
profess
suburban suburban
entangle
enforce
company company
submerge submerge
propose
propose
sub-
5
5
5
5
subway
4
5
enforce
enforce
4
enlist
subplot
enforce
compile
Meaning: Meaning:
5
profess
profess
5
encounter
encounter
subtotal
4
SortingSorting
for Prefixes
for Prefixes
sub-, com-,
sub-,pro-,
com-,
enpro-, en-
Word BankWord Bank
subplot
compile
proceed
proceed
5
5
4
entrust
3
5
subset
4
subsidize
3
5
Word Study & VocabularyWord
3: Unit
Study
4: Prefixes
& Vocabulary
sub-, 3:
com-,
Unit pro-,
4: Prefixes
en- sub-, com-, pro-, en-
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
ChooseChoose
the Word
the Word
ChooseChoose
the Word
the Word
Directions: Read
Directions:
each sentence
Readand
each
choose
sentence
the and
wordchoose
from the
theword
wordbank
fromthat
the makes
word bank
the most
that makes
sense the most sense
in the sentence. in
Remember
the sentence.
the meanings
Rememberofthe
themeanings
prefixes sub-,
of thecom-,
prefixes
pro-,
sub-,
andcom-,
en-. pro-, and en-.
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your sentence
child readand
each
choose
sentence
the and
wordchoose
from the
theword
wordbank
fromthat
the word bank that
makes the mostmakes
sense in
thethe
most
sentence.
sense in the sentence.
Name ___________________________________
Date ____________________________________
Name ___________________________________
Word BankWord Bank
suburban suburban
encountered
encountered
communicate
communicate
proceed
envelop envelop
subsidize subsidize
entire
entire promote
1.
My mother
1. __________________
My mother __________________
me to try out for
methe
to try
soccer
out for
team.
the soccer team.
1.
The clouds
1. began
The clouds
to __________________
began to __________________
the mountain,the
hiding
mountain,
its peak.hiding its peak.
2.
Marisol __________________
2. Marisol __________________
her love of theher
puppy
love to
of anyone
the puppy
whotowould
anyone
listen.
who would listen.
2.
The protesters
2. The
wanted
protesters
to __________________
wanted to __________________
awareness of the
awareness
issue. of the issue.
3.
A cat makes
3. aAnice
cat __________________
makes a nice __________________
, but I like dogs
, but
better.
I like dogs better.
3.
Did Jamal3.really
Dideat
Jamal
the __________________
really eat the __________________
pie?
pie?
4.
“I have to4.__________________
“I have to __________________
the rules,” mythe
teacher
rules,”
said,
myas
teacher
she wrote
said, me
as she
up for
wrote me up for
4.
“He is the4.most
“He
interesting
is the most
person
interesting
I have person
ever __________________!”
I have ever __________________!”
my sister said my sister said
Review Words
I want to thank the members of the World Affairs Club for subsidizing my
trip to the Youth Legislative Conference in Washington, D.C. It was an awesome
1.
experience, which combined fun and education. My companions and I learned
proceed
promote
so much—this trip really enlarged our understanding. I want to communicate
2.
my gratitude to those who provided this wonderful opportunity. I’d like to share
some of the highlights of my trip.
Materials:
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Word Cards—same as BLM 4
5.
Date ____________________________________
Spelling Dictation
My Trip to Washington, D.C.
Word BankWord Bank
entangled entangled
company company
professed professed
competition
competition
enforce
enforce
companioncompanion
provider provider
encouragedencouraged
being late.
©2010 Benchmark Education Company, LLC
Parent Directions:
Parent
Have
Directions:
your child Have
write the
yourmeaning
child write
for the
each
meaning
prefix infor
theeach
top prefix
row ofinthe
thechart.
top row
Then
of the chart. Then
have your child write
have each
your child
word write
from each
the word
wordbank
frominthe
theword
correct
bank
column.
in the Once
correctthe
column.
words Once
are written
the words are written
in the columns, have
in theyour
columns,
child choose
have your
a word
childfrom
choose
each
a word
category
fromtoeach
use in
category
a sentence.
to use in a sentence.
5
envelop
envelop
5
complement
complement
4
enable
5
compile
compile
4
submerge
4
subcontinent
5
submarine
4
comrade
5
4
Word Cards (BLM 4)
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
©2010 Benchmark Education Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
entangle
entangle
compact
compact
4
compress
3
5
subway
4
Word Cards (BLM 3)
enlistenlist
5
5
proscribe
4
subcommittee
5
community
community
4
compound
3
3
4
propel
4
protect
3
communicate
communicate
promote
4
company
3
Category Cards (BLM 2)
4
progress
3
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
subtotal
4
Word Cards (BLM 3)
Word Study & VocabularyWord
3: Unit
Study
4: Prefixes
& Vocabulary
sub-, 3:
com-,
Unit pro-,
4: Prefixes
en- sub-, com-, pro-, en-
4
entrust
3
3
subset
4
subsidize
enhance
4
enable
3
endanger
submerge
4
subcontinent
3
4
comrade
3
encourage
submarine
4
subcommittee
3
4
compress
3
enclose
en-
proscribe
4
provider
3
4
compound
3
competition
4
propel
4
protect
3
promote
4
company
3
companion
pro-
combine
3
propose
3
Students will:
3.
After arriving, we took the subway into the center of the city. That was a
being late.
new experience for me, and at first I found it scary to be submerged beneath
the ground in a speeding train! But soon I was enjoying it. My teacher, the other
dancer won. dancer won.
New Words
students, and I proceeded to the hotel. There we joined an orientation session
1.
that was in progress. We got our schedule for the next day, enjoyed a group
dinner, and went to bed.
2.
The next day began with a chance to meet with the representative for
about her newabout
teacher.
her new teacher.
The dance5.__________________
The dance __________________
was lots of fun,
was
especially
lots of fun,
since
especially
Viv’s favorite
since Viv’s favorite
3.
our district. She and her staff members explained a lot of things to us and
5.
The __________________
5. The __________________
home had a big
home
lawnhad
anda an
bigattached
lawn andgarage.
an attached garage.
encouraged us to ask questions. We were also able to sit in while she chaired a
6.
Not being6.ableNot
to speak
being able
English
to speak
very well
English
makes
very
it difficult
well makes
for him
it difficult
to
for him to
laws. Later, we sat in the visitors’ gallery and watched a session of Congress.
subcommittee meeting. It was very enlightening to see people working on new
6.
The bird’s6.leg The
was bird’s
__________________
leg was __________________
in a piece of string.
in a piece of string.
7.
“What __________________
7. “What __________________
does your auntdoes
workyour
for?”aunt
Walter
workasked.
for?” Walter asked.
8.
My Internet
8. __________________
My Internet __________________
is really slow! is really slow!
Sentence
Then we had dinner and another group session, where more public officials
__________________.
__________________.
7.
promoted the idea of public service.
Once we 7.
get the
Once
go-ahead
we get the
fromgo-ahead
the principal,
from we’ll
the principal,
be able to
we’ll
__________________
be able to __________________
The trip enhanced my understanding of how our government works. It is
with the arrangements
with the arrangements
for the school for
dance.
the school dance.
more interesting to me now that I have seen part of it in person. Even though
I am just starting middle school, I am thinking of a career that might someday
8.
Directions: Circle
Directions:
the prefix in
Circle
eachthe
of prefix
the words
in each
below.
of the words below.
9.
s u b s i d i z9.
e
subsidize
10. e n h a n c e10. e n h a n c e
11.
p r o p a g11.
a n d ap r o p a g a n d a
12.
c o m m i12.
ttee committee
• Identify words with prefixes sub-, com-, pro-, and en- in a
passage
• Practice reading and pronouncing pro- words with different
vowel sounds
• Write and spell words with sub-, com-, pro-, and enName ___________________________________
Name ___________________________________
Date ____________________________________
trip to the Youth Legislative Conference in Washington, D.C. It was an awesome
so much—this trip really enlarged our understanding. I want to communicate
First Try
Second Try
(if needed)
2.
my gratitude to those who provided this wonderful opportunity. I’d like to share
some of the highlights of my trip.
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.
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
©2010 Benchmark Education Company, LLC
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.
1.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
Name ___________________________________
Review Words
experience, which combined fun and education. My companions and I learned
After arriving, we took the subway into the center of the city. That was a
new experience for me, and at first I found it scary to be submerged beneath
the ground in a speeding train! But soon I was enjoying it. My teacher, the other
New Words
students, and I proceeded to the hotel. There we joined an orientation session
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
Malik Winston
Reading Passage (BLM 9)
Word Study & VocabularyWord
3: Unit
Study
4: Prefixes
& Vocabulary
sub-, 3:
com-,
Unit pro-,
4: Prefixes
en- sub-, com-, pro-, en-
Spelling Dictation
My Trip to Washington, D.C.
I want to thank the members of the World Affairs Club for subsidizing my
check to make sure underlines
are marked to overprint
(Window: Attributes)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Classroom Activity (BLM 7)
Date ____________________________________
class trip.
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Word Study & VocabularyWord
3: Unit
Study
4: Prefixes
& Vocabulary
sub-, 3:
com-,
Unit pro-,
4: Prefixes
en- sub-, com-, pro-, en-
Students will:
propel me into public office. Thank you again for making this trip possible.
The downtown
8. The
merchants
downtown
association
merchants
hasassociation
agreed to has
__________________
agreed to __________________
our
our
class trip.
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
1.
that was in progress. We got our schedule for the next day, enjoyed a group
dinner, and went to bed.
2.
The next day began with a chance to meet with the representative for
3.
our district. She and her staff members explained a lot of things to us and
encouraged us to ask questions. We were also able to sit in while she chaired a
subcommittee meeting. It was very enlightening to see people working on new
laws. Later, we sat in the visitors’ gallery and watched a session of Congress.
Sentence
Then we had dinner and another group session, where more public officials
promoted the idea of public service.
The trip enhanced my understanding of how our government works. It is
more interesting to me now that I have seen part of it in person. Even though
I am just starting middle school, I am thinking of a career that might someday
propel me into public office. Thank you again for making this trip possible.
Malik Winston
Day 5
committee
communism
Root wordRoot
= main
wordpart
= main
of a part
wordofderived
a wordfrom
derived
Greek
from Greek
or Latin that
or Latin
needs
that
a prefix
needs to
a prefix
be a word
to be a word
Word Study & VocabularyWord
3: Unit
Study
4: Prefixes
& Vocabulary
sub-, 3:
com-,
Unit pro-,
4: Prefixes
en- sub-, com-, pro-, en-
Day 4
com-
3
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
Day 3
com-
Base wordBase
= main
wordpart
= main
of a part
wordoftoa which
word to
a prefix
which is
a prefix is
added. The
added.
spelling
The of
spelling
the base
of the
word
base
does
word
not does
change
not change
when a prefix
when is
a added.
prefix is added.
Materials:
• BLM 1: Anchor Chart
Day 2
sub-
Prefix = unit
Prefix
added
= unit
to added
the beginning
to the beginning
of a wordof a word
Students will:
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
©2010 Benchmark Education Company, LLC
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
Unit
Spelling Dictation (BLM 10)
• Spell words using sub-, com-, pro-, and en• Use sub-, com-, pro-, and en- words in sentences
Materials:
• Quick-Check Assessment
4
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Kit 3_Unit 4_TG.indd 1
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6/10/10 8:43:19 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Review Prefixes re-, ex-, in-, de-
Offer the following Spanish cognates for
words with sub-, com-, pro-, and en-: el
submarino/submarine; el compuesto/
compound; proveer/provide; encontrar/
encounter. Explain that these words
have similar meanings in English to those
in Spanish. Explain that in English, the
prefixes sub-, com-, pro-, and en- are
similar in meaning to Spanish as well.
Introduce Prefixes sub-, com-, pro-, en-
Blending Practice
Model
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, write the word
compress on the chalkboard. Show how
you divide the word into two syllables
between the consonants m and p:
com/press. Point out that there are two
closed syllables which usually have the
short vowel sound. Read each syllable
and then blend the syllables together:
com/press: compress. Continue to
support students who need help with
blending throughout the week, using the
example words used in the lesson.
Write the prefixes sub-, en-, com, and pro- on the chalkboard. Say: Today we are
going to study these prefixes. They appear in the following words. Write the words
subway, submarine, enable, combine, and propel on the chalkboard under each
prefix. Circle the prefix in each and then read the words aloud.
Focus Words: reconsider, replay, exhibit, exhale, inhale, deprive, detach
Write re-, ex-, in-, and de- on the chalkboard. Then say the word reconsider. Have
students identify the prefix and then define the word. Repeat with the words replay,
exhibit, exhale, inhale, deprive, and detach.
Point to the word subway. Say: A subway is an underground train or pathway. The
prefix sub- means “below” or “under.” Way is the base word. We blend these two
word parts to create a new word: sub/way: subway.
Repeat this process with enable, defining the prefix en- as “causing something to
happen.”
Explain to students that like last week’s words, some words with prefixes this week do
not have a base that stands alone. Offer combine as an example. Say: Its prefix commeans “with” or “together.” Combine means to “put together.”
Explain that the prefix pro- has several meanings. These meanings include “for,”
“forward,” or “in favor of.” Discuss some examples of words that include each, such
as profess, provoke, propaganda, and promote.
Guide
Ask a volunteer to read the word propel. Then have the student identify the prefix
and the base word. Say: Pro- is the prefix and pel is the root. To propel is to move
something forward. You propel a boat forward, for example. Have students use the
word in another sentence.
Repeat this activity with the word submarine, this time having students define the
word and use it in a sentence.
Provide students with the anchor chart on BLM 1 and tell them to use it as a
reference to help them remember what the prefixes mean.
©2010 Benchmark Education Company, LLC. All rights reserved.
Teachers may photocopy the reproducible pages for classroom use.
No other part of the guide may be reproduced or transmitted in whole or
in part in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage or retrieval system,
without permission in writing from the publisher.
Printed in Guangzhou, China.
XXXX-XXXX-XXXX
ISBN: 978-1-4509-0279-3
2 Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
Kit 3_Unit 4_TG.indd 2
©2010 Benchmark Education Company, LLC
6/10/10 8:43:20 PM
Apply
Assessment Tip
On the chalkboard, create a chart using the following heads: sub-, com-, pro-, and
en-. Have students work in small groups to brainstorm words with these prefixes
and write them in the correct column.
Notice which students are having difficulty
with this week’s spelling words. Identify
whether their challenges are in identifying
the prefixes, spelling the words, or
understanding word meaning. Practice
breaking the words into syllables with
students who have the first two challenges.
Provide examples of the words used in
oral sentences for students who are having
difficulty with word meanings.
Spelling Words with Prefixes
Unit Spelling Words: subsidize, subcontinent, committee, companion,
propaganda, provider, encourage, endanger
Write subsidize and subcontinent on the chalkboard and have students identify
the prefix. Circle sub-. Say: The word subsidize has three syllables: sub/si/dize.
It means “to provide monetary aid.” Subcontinent also has three syllables. This
word means “a large part of land forming a part of a continent,” like the country
India.
Next write the words committee and companion. Emphasize the prefixes as you
sound out the words: com/mit/tee, com/pan/ion. Point out the double letters
in the word committee, telling students to remember to include them when they
spell the word. Also, remind students that some base words they are studying this
week cannot stand on their own. Explain that this is true with committee, which is
a group of people who come together to make decisions or work on a project, and
companion, which means “a person who associates with, or cares for, another
person.”
Home/School Connection
Students can take home a list of the unit
spelling words and practice reading,
writing, and spelling the words with a
family member.
Write the words propaganda and provider on the chalkboard and have students
read them with you a couple times. Point out that the first syllable of propaganda
includes the second letter p: prop/a/gan/da. Explain that propaganda is writing
and other materials that are “for” a particular cause, and are often biased. Explain
that a provider is someone who supports or provides “for” someone else.
Write the words encourage and endanger on the chalkboard. Draw a slash
between the prefix en- and the base words: en/courage, en/danger. Say: The
prefix en- is added to the base words courage and danger. To encourage
someone is to help them to have courage to do something. To endanger
someone is to expose someone to danger.
Place students in small groups, giving each group one or two of the spelling words.
Ask each group to create a sentence for their word to share with the rest of the
class.
Have students copy the spelling words into their word study notebooks and circle
the prefixes. Have partners check each other’s spelling.
©2010 Benchmark Education Company, LLC Kit 3_Unit 4_TG.indd 3
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en- 3
6/10/10 8:43:20 PM
Day Two
Providing Support
Some students may have difficulty
distinguishing the prefixes and the base
words. Have them write each word in their
notebooks and work with a partner to
circle the prefixes.
Pattern Sort
sub-
com-
subcommittee
subcontinent
subsidize
subtitle
committee
communism
companion
competition
pro-
en-
propaganda
propose
protect
provider
enclose
encourage
endanger
enhance
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.
Review Prefixes sub-, com-, pro-, enShow students the anchor poster and ask them to define base words and prefixes in
their own words.
Then list the following words on the chalkboard: subtotal, promote, compile, enjoy.
Have partners each choose a word. Then have partners work together to identify
each word’s prefix and define the word. Support students as needed if they are
having difficulty defining a word.
Pattern Sort
Teacher Word Cards: subtitle, communism, protect, endanger
Teacher Category Cards
Tell students that today they will be doing a pattern sort focusing on the unit’s
prefixes.
Place word card subtitle in the pocket chart, sorting it underneath the category card
sub-.
Think aloud: Subtitle has the prefix sub-, so I will place it in the category for sub-.
I can use the meaning of the prefix, “below” or “under” to help me understand what
the word means. A subtitle is the heading that comes under the main heading. It is
also the words at the bottom of the screen in a foreign movie.
Have students help you place the remaining cards, communism, protect, and
endanger, into the appropriate categories. Then have them use each word in a
sentence.
Buddy Sort. Give pairs of students the prefix category cards and the word cards
from BLM 3. Have partners work together to sort the words into the appropriate
categories.
Spelling. Ask students to write the prefixes in a row in their word study notebooks.
Then ask them to write the spelling words under the appropriate heading. Encourage
them to share which words are most difficult for them to spell.
Oddballs
Point out to students that some words with pro- have different pronunciations. Say:
For example, the word progress is pronounced prog/ress, with a short o when it is
a noun, and prō/gress with a long o, when it is a verb.
Write the words promote and propaganda on the chalkboard. Model pronouncing
each word. Have volunteers explain how the vowel sounds differ.
4 Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
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Day Three
Blind Sort
Blind Sort
Teacher Word Cards: same as BLM 4
Write the prefixes in a row on the chalkboard, creating four columns. Have
students copy the prefixes into their word study notebooks, creating a four-column
chart. Explain that you want students to listen as you say words and identify the
prefix. Then have them write each word in the correct column in their word study
notebooks. Model with the word profess, explaining how you hear the prefix pro-,
and then writing the word on the chalkboard.
Say the words from BLM 4, one at a time, allowing students time to write each
word. You may want to have students work as a group or in pairs to provide extra
support.
sub-
com-
pro-
submarine
submerge
subset
subtotal
subway
combine
company
compound
compress
comrade
progress enable
promote entrust
propel
proscribe
Buddy Sort
sub-
com-
pro-
subplot
communicate proceed
profess
suburban community
compact
compile
complement
Buddy Sort
Ask pairs of students to repeat the blind sort with a buddy, using the word cards
from BLM 5.
Blending. Write the word subcommittee on the chalkboard. Say: If I didn’t know
how to read this word, I could divide it into syllables, read each syllable, and
blend them together. How do I decide how many syllables there are and where
to divide them? I look for the vowels in the word and determine how many vowel
sounds there are. Each syllable has one vowel sound. I see five vowels: u, o, i, e,
e. I know that the double e makes one sound, so there are four vowel sounds and
four syllables in the word. I also know that I divide words between consonants.
Draw slash marks to indicate the syllables: sub/com/mit/tee. Then point out that
the first three syllables are closed syllables with short vowel sounds and the last
syllable is an open syllable with a long vowel sound. Model reading each syllable
and blending them together to read the word.
Write the words communism and encounter on the chalkboard, and ask students
to identify the number of syllables and show how they would divide the words if
they were trying to read them for the first time.
Applying Meaning. Give students BLM 7 and ask them to complete the cloze,
choosing the correct word.
en-
enencounter
enforce
enjoy
enlist
entangle
envelop
Assessment Tip
Note which students have difficulty
completing the cloze passages. Have
students review or look up the meaning of
words with which they are having difficulty.
Then have them substitute the definition
for the word to test the word in the cloze
passage.
Providing Support
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner to read
and complete it.
Home/School Connection
Give students BLM 8 to complete with a
family member. Explain that they are to do
the same thing they did on BLM 7 in class.
Supporting ELs
Make sure that ELs understand what to do
on BLM 8 since there may not be anyone
at home who speaks English well enough
to help them complete it.
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sure underlines
overprint
ributes)
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 prefixes sub-, com-,
pro-, and en-.
Name ___________________________________
Date ____________________________________
My Trip to Washington, D.C.
I want to thank the members of the World Affairs Club for subsidizing my
trip to the Youth Legislative Conference in Washington, D.C. It was an awesome
experience, which combined fun and education. My companions and I learned
so much—this trip really enlarged our understanding. I want to communicate
my gratitude to those who provided this wonderful opportunity. I’d like to share
some of the highlights of my trip.
After arriving, we took the subway into the center of the city. That was a
new experience for me, and at first I found it scary to be submerged beneath
the ground in a speeding train! But soon I was enjoying it. My teacher, the other
students, and I proceeded to the hotel. There we joined an orientation session
that was in progress. We got our schedule for the next day, enjoyed a group
dinner, and went to bed.
The next day began with a chance to meet with the representative for
our district. She and her staff members explained a lot of things to us and
encouraged us to ask questions. We were also able to sit in while she chaired a
subcommittee meeting. It was very enlightening to see people working on new
laws. Later, we sat in the visitors’ gallery and watched a session of Congress.
Then we had dinner and another group session, where more public officials
Word Hunt
Explain that students will be hunting for the prefixes sub-, com-, pro-, and en- in
today’s passage.
Distribute BLM 9 and have students read the passage once through. Then have them
reread the passage, underlining any of the words that begin with the prefixes sub-,
com-, pro-, and en-.
Name ___________________________________
Date ____________________________________
After students have completed the search, have volunteers share and define the
Spelling Dictation
wordsReview
theyWords
found.
1.
Next have
students create a diagram in their word study notebooks to organize
words2.into sub-, com-, pro-, and en-. It can be a four-column chart, a word web,
3.
or another sort of diagram, as long as the categories are clear. Then ask students to
copy the
words they underlined into the correct part of their charts or diagrams.
New Words
1.
Challenge
students to search through other classroom texts for words with sub-,
2.
com-, pro-, and en- prefixes. Have them add these words to their lists.
3.
After students have completed their charts, have them write a paragraph that uses
four ofSentence
the words from the chart, one word with each prefix.
promoted the idea of public service.
The trip enhanced my understanding of how our government works. It is
more interesting to me now that I have seen part of it in person. Even though
I am just starting middle school, I am thinking of a career that might someday
propel me into public office. Thank you again for making this trip possible.
Malik Winston
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
Spelling Dictation
Give students Spelling Dictation (BLM 10). Dictate the following words from last
week’s spelling words to students, one at a time, and have students write them on
their BLMs: research, interior, exterior.
Spelling Dictation (BLM 10)
©2010 Benchmark Education Company, LLC
Assessment Tip
Note which students make spelling errors
when completing the cloze passages.
Review rules for combining prefixes as
base words as needed or review spelling
patterns in base words that are giving
students difficulty.
Home/School Connection
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
©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: companion, encourage, subcontinent.
Dictate the following sentence and have students write it on their papers:
The propaganda that the committee created spread across the subcontinent.
Write the words and sentence on the chalkboard and have students self-correct their
papers.
Have students take the reading passage on
BLM 9 home to read to a family member
and point out the words with prefixes sub-,
com-, pro-, and en-.
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
Supporting ELs
first student places a check mark next to words spelled correctly.
Make sure ELs know the meanings of the
For the second try, the first student may prompt the second student by sounding out
spelling words. Before student pairs use
the words that were spelled incorrectly the first time. If the second spelling attempt is
BLM 11, have the partners tell each other
correct, the first student places a check mark in the Second Try column.
oral sentences using the spelling words.
Spelling Practice
Then students switch roles.
6 Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
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Day Five
Name ___________________________________
Spelling Assessment
Date _______________________________________
Unit 4 Quick-Check:
Prefixes sub-, com-, pro-, en-
Use the following procedure to assess students’ spelling of the unit spelling words:
Answer Questions
•Say a spelling word and use it in a sentence.
Word Bank
•Have students write the word on their papers.
Directions: Choose the correct word from the word bank to complete each sentence. There will be one
word left over.
company
submerge
enclosed
progress
proceed
1.
little __________________
progress
Oscar and Leah made very
weeding the yard because
2.
__________________
submerge
The instructions said not to
the watch in water.
3.
company
My mother loves working for her __________________.
4.
were __________________
enclosed
A card and a five-dollar bill
in the envelope.
they were playing in the sprinklers.
•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.
Apply
Directions: In the space below, list three to five words you know that include prefixes sub-, com-, pro-,
and en-.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Quick-Check Assessment
sub-
com-
pro-
en-
subcommittee
subset
communicate
provoke
proscribe
propose
entrust
Word Bank
entrust,
proscribe, subset,
communicate,
provoke, propose,
subcommittee
Think and Write about Prefixes sub-, com-, pro-, en-
Assess students’ mastery of prefixes sub-, com-, pro-, and en- using the QuickCheck for Unit 4.
Directions: In the space below, explain how understanding prefixes sub-, com-, pro-, and en- helps you
as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
©2010 Benchmark Education Company, LLC
Answer Key Unit 4 Quick-Check
Answer Key BLM 6
Suggestions for Independent Practice
Crossword Puzzle. Have students work with a partner to create a crossword
puzzle that uses some sub-, com-, pro-, and en- words from the word cards.
Then pairs can swap their puzzles with another pair and solve.
Make Words. Give groups a set of letter cards and the spelling words from
BLM 3. Have students spell each spelling word using the word cards. Students
alternate reading words, while the other student spells the words.
Matching. Give pairs of students the four prefix category cards and a set of word
cards. Have students place the prefixes faceup. Partners then each take turns
turning over a card and trying to match it to its partner prefix.
Complete It. Have pairs of students complete cloze sentences with words from the
word cards. Each student should create four or five sentences and then exchange
sentences and complete them.
Word Charades. Give groups of students a stack of word cards. One student
chooses a word card and uses gestures and pantomime to define that word,
while other students guess the word. The first student to guess the word correctly
chooses the next card. The object is to guess the most words correctly.
sub-
com-
Meaning: Meaning:
below or with or
under
together
pro-
en-
Meaning:
for;
forward;
in favor of
Meaning:
causing
something
to happen
subplot
community profess
suburban compile
propose
submerge company
enlist
entangle
enforce
Answer Key BLM 7
1. encouraged
2. professed
3. companion
4. enforce
5. competition
6. entangled
7. company
8. provider
9. circle sub
10. circle en
11. circle pro
12. circle com
Answer Key BLM 8
1. envelop
2. promote
3. entire
4. encountered
5. suburban
6. communicate
7. proceed
8. subsidize
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Name ____________________________________
Date ________________________________________
Unit 4 Quick-Check:
Prefixes sub-, com-, pro-, enAnswer Questions
Directions: Choose the correct word from the word bank to complete each sentence. There will be one
word left over.
Word Bank
company
submerge
enclosed
progress
proceed
1. Oscar and Leah made very little __________________ weeding the yard because
they were playing in the sprinklers.
2. The instructions said not to __________________ the watch in water.
3. My mother loves working for her __________________.
4. A card and a five-dollar bill were __________________ in the envelope.
Apply
Directions: In the space below, list three to five words you know that include prefixes sub-, com-, pro-,
and en-.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
sub-
com-
pro-
en-
Word Bank
entrust,
proscribe, subset,
communicate,
provoke, propose,
subcommittee
Think and Write about Prefixes sub-, com-, pro-, enDirections: In the space below, explain how understanding prefixes sub-, com-, pro-, and en- helps you
as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 4: Prefixes sub-, com-, pro-, en-
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