WordStudy
Vocabulary
4
Prefix Assimilation com-
Extend
Lesson Objectives
Day 1
Students will:
Day 2
coauthor
b, m, or pb, m, or p com-
3
3
collaborate
Materials:
collide
• Anchor Poster
combination
• BLM 6: Take-Home Activity
commune
• Teacher Category Cards—com-, col-, cor-, co-,
concomplement
• Teacher Word Cards—same as BLM 3
r
r
cor-
corcorrespond,
correspond,
corrosive corrosive
A vowel
or the
A vowel or
the
coletter h letter h
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
Category Cards (BLM
Category
2) Cards (BLM 2)
Word Study & VocabularyWord
4: Unit
Study
6: Prefix
& Vocabulary
assimilation
4: Unit
com6: Prefix assimilation com-
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Anchor Chart (BLM 1)
coagulate
4
cohort
4
correlate
3
correspond
5
5
5
Rust is ____________
2. Rust is ____________
and will gradually
and destroy
will gradually
metal.destroy metal.
2.
My sister 2.
was My
so upset
sister that
was she
so upset
couldthat
hardly
sheform
coulda hardly
____________
form a ____________
sentence.
sentence.
3.
Meeting another
3. Meeting
girl with
another
the same
girl with
birthday
the same
as I have
birthday
was as
a strange
I have was
____________.
a strange ____________.
3.
E-mail makes
3. E-mail
it easy makes
to ____________
it easy to ____________
with someonewith
whosomeone
lives far away.
who lives far away.
cohesive
colaborate
coherent
colordinate
4.
4.
The best way
4. The
to settle
best away
____________
to settle a ____________
is to talk aboutisthe
to talk
problem.
about the problem.
5.
I was so tired
5. Iafter
was running
so tired the
afterrace
running
that all
theI wanted
race thattoall
doI wanted
was ____________.
to do was ____________.
collide
correction
combinationcombination
cohesive
6.
Sam was 6.
excited
Samwhen
was excited
he got awhen
rare coin
he got
to add
a rare
tocoin
his ____________.
to add to his ____________.
7.
You can always
7. You
____________
can always ____________
in a good friend
in awhom
good you
friend
trust.
whom you trust.
8.
Amber wrote
8. with
Amber
a pencil
wrote in
with
case
a pencil
she needed
in casetoshe
make
needed
a ____________
to make a ____________
on
on
9.
Be sure to9.memorize
Be sure the
to memorize
numbers that
the numbers
open yourthat
____________
open your ____________
lock.
lock.
her essay.
confide
corlage
cospire
contain comtain
cospire conspire
comtain
collage
corlagecolleague
collage
converge
confer comverge
converge
corfer
comverge
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Date ____________________________________
businesses, organize a silent auction, and so forth. Keeping track of all these
Sentence
details requires superior organization. Event planners also need to be budgetconscious and excellent at communicating, since they spend a lot of time on the
corfer
phone, e-mailing, and in meetings.
Event planning can be a demanding career, but for a person with the right
set of skills, it can also be an exciting one. Many event planners love the variety
convenient
corrupted
convenient
conrupted
covenient
conrupted
in their job, the opportunities to meet new people, and especially the challenge
of “pulling off” a complicated event without a hitch!
corroborate
covenient
Reading Passage (BLM 9)
Word Study & VocabularyWord
4: Unit
Study
6: Prefix
& Vocabulary
assimilation
4: Unit
com6: Prefix assimilation com-
Take-Home Activity (BLM 8)
First Try
Second Try
(if needed)
Correct Spelling
1.
1.
2.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
7.
7.
7.
8.
8.
8.
9.
9.
9.
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Dictionaries (Day 1)
Date ____________________________________
1.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Spelling Peer Check
1.
lodging for out-of-town participants, guest speakers, equipment needed for
3.
meetings, and much more. An event planner developing a charity ball, on
the other hand, might choose a theme and décor, solicit donations from area
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your
spelling words.
New Words
Being an event planner takes a lot of special skills. First and foremost, an
2.
lodging for out-of-town participants, guest speakers, equipment needed for
Your new 9.
eyeglasses
Your new
really
eyeglasses
____________
really ____________
the color of your
the eyes.
color of your eyes.
Name ___________________________________
3.
an event planner must consider the facilities available, food and refreshments,
1.
event is under control. For example, when arranging a business convention,
an event planner must consider the facilities available, food and refreshments,
committee
colroborate
conplement conplement
complement complement
corroborate
New Words
Being an event planner takes a lot of special skills. First and foremost, an
coleague
companion
comittee committee
comittee
3.
affairs. Some event planners specialize in certain kinds of events, such as
weddings, family celebrations, or even athletic competitions like charity runs and
event planner must be very well organized to ensure that every aspect of the
We adopted
8. aWe
newadopted
puppy so
a new
our puppy
dog Lady
so will
our have
dog Lady
a ____________
will have a ____________
companion
copanion
2.
planners work for businesses to set up large corporate events, while others work
conspire
coleague
colleague
Date ____________________________________
1.
the details for an event, such as a party, conference, or festival. Many event
coordinate
8.
2.
event planner must be very well organized to ensure that every aspect of the
Name ___________________________________
Review Words
golf tournaments.
Every day7.in summer,
Every day
the
in little
summer,
kids ____________
the little kids ____________
on the ice-cream
on the
truck.
ice-cream truck.
corrupted
weddings, family celebrations, or even athletic competitions like charity runs and
event is under control. For example, when arranging a business convention,
Date ____________________________________
The Job of an Event Planner
Even if you’ve never heard of an event planner, you can probably guess
affairs. Some event planners specialize in certain kinds of events, such as
golf tournaments.
©2010 Benchmark Education
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Benchmark
LLCEducation Company, LLC
for private citizens or collaborate with community organizations to plan smaller
7.
colroborate
planners work for businesses to set up large corporate events, while others work
for private citizens or collaborate with community organizations to plan smaller
collapse
coexist
con-
what one does. An event planner is a person who plans and coordinates all
Mr. Ramirez
6. eats
Mr. lunch
Ramirez
each
eats
day
lunch
witheach
his favorite
day with
____________
his favorite ____________
at work.
at work.
1.
what one does. An event planner is a person who plans and coordinates all
Word Study & VocabularyWord
4: Unit
Study
6: Prefix
& Vocabulary
assimilation
4: Unit
com6: Prefix assimilation com-
correspond
coincide comrespond
coincide comrespond
cofound
confound conordinate
cofound conordinate
coordinate
Spelling Dictation
the details for an event, such as a party, conference, or festival. Many event
co-
con-
10. All the data
10.onAllthe
thecomputer
data on the
wascomputer
____________
was ____________
, and Lisa lost ,all
and
herLisa
work.
lost all her work.
Review Words
Even if you’ve never heard of an event planner, you can probably guess
co-
Name ___________________________________
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Classroom Activity (BLM 7)
Name ___________________________________
cor-
coposite
6.
9.
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
The Job of an Event Planner
cor-
corlate
composite
coposite
These cookies
5. These
____________
cookies ____________
only natural ingredients
only natural
likeingredients
oats and honey.
like oats and honey.
confer
her essay.
collaborate
corlate
5.
copanion
10. As the soccer
10. As
players
the soccer
practiced
players
together,
practiced
they together,
formed athey
____________
formed a ____________
team.
team.
Word Study & VocabularyWord
4: Unit
Study
6: Prefix
& Vocabulary
assimilation
4: Unit
com6: Prefix assimilation com-
col-
activities.
contain
confide
cohesive
composite
cohherent
correspond
conincide
confound
Directions: Choose
Directions:
the wordChoose
from the
theword
wordbank
fromthat
the best
wordcompletes
bank that each
best completes
sentence and
each
write
sentence
it
and write it
in the blank.
in the blank.
collection
correction
col-
My parents
4. and
Mysiblings
parentsare
and
sosiblings
busy that
areitso
is difficult
busy thattoit____________
is difficult to ____________
family
family
activities.
coflict
collate
colaboratecollaborate
collate
cohherent
coherent
conincide
coincidence coincidence
commitment commitment
conmittment conmittment
comincidencecomincidence
Word Bank Wordcollection
Bank
com-
Spelling Dictation
2.
colapse
comlide collapse
colapse collide
collapse
com-
ChooseChoose
the Word
the Word
The teacher
1. asked
The teacher
her students
askedtoher
____________
students to ____________
with a partnerwith
on the
a partner
project.on the project.
comlide
coincide
combustioncombustion
commotioncommotion
correction correction
collapse
coherent coherent
correspondcorrespond
consonant consonant
converge converge
coexist
Take-Home Activity (BLM 6)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
1.
conflict
coalition collition
conflict coflict
collition
coincide
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Parent Directions:
Parent
Have
Directions:
your child Have
read the
yoursentences
child readand
thechoose
sentences
the and
wordchoose
that is the
spelled
wordcorrectly
that is spelled correctly
AND makes sense
AND
in makes
the sentence.
sense in the sentence.
coalition
corrosive corrosive
companioncompanion
confound confound
collusion collusion
complement
complement
5
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Benchmark
LLCEducation Company, LLC
Word Cards (BLM 5)
ChooseChoose
the Word
the Word
cohesive
conhesive
contain
colleague colleague
cohesive cohesive
commune commune
constellation
constellation
5
5
My little brother
1. Mylikes
littletobrother
watch likes
bulldozers
to watch
andbulldozers
other ____________
and other ____________
equipment. equipment.
coordinate
corrosive colordinate
corrosive
SpellingSpelling
PatternPattern
Sort Sort
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your word
child read
in theeach
wordword
bankinand
the then
wordwrite
bankitand
in the
then
correct
write it in the correct
category according
category
to the according
spelling oftothe
theprefix:
spelling
in-,ofim-,
the il-,
prefix:
or -ir.
in-, im-, il-, or -ir.
5
5
5
Word Study & VocabularyWord
4: Unit
Study
6: Prefix
& Vocabulary
assimilation
4: Unit
com6: Prefix assimilation com-
©2010 Benchmark Education Company, LLC
costruction
construction construction
conhesive
©2010 Benchmark Education Company, LLC
5
5
Word Cards (BLM
Word
5) Cards (BLM 5)
coordinate
corosive
4
Word Cards (BLM 4)
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
©2010 Benchmark Education Company, LLC
committee
committee corrupted
corrupted
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Date ____________________________________
5
1.
corosive
corroborate
4
5
5
Directions: Read
Directions:
the sentences
Readand
thechoose
sentences
the and
wordchoose
that is the
spelled
wordcorrectly
that is spelled
AND makes
correctly
sense
AND makes sense
in the sentence. in the sentence.
costruction
4
confidence
3
combustion
combustion corrosive
corrosive
4
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
©2010 Benchmark Education Company, LLC
5
5
5
corroborate
4
5
collision
collision conscience
conscience
correction
4
5
5
4
confidence
3
5
correction
4
Word BankWord Bank
contain
conficonfi
dentdent
5
5
converge
component
5
4
component
3
collection
collection conjunction
conjunction
4
4
5
converge
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
collapse
collapse confound
confound
constellation
compensate
5
5
conspire
coincidence
5
college
college
4
coincide
5
5
consonant
4
correspond
5
coherent
coherent companion
companion
4
compensate
3
Word Cards (BLM 3)
coerce
coerce commotion
commotion
4
conscious
4
correlate
Category Cards (BLM 2)
conflict
4
cohabit
• Identify words with the spelling patterns com-, col-, cor-,
co-, and con- in a passage
• Write a paragraph using com- words
• Use knowledge of com-, col-, cor-, co-, and con- spelling
patterns to spell words correctly
3.
meetings, and much more. An event planner developing a charity ball, on
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
coordinate
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
constellation
4
Word Cards (BLM 3)
Word Study & VocabularyWord
4: Unit
Study
6: Prefix
& Vocabulary
assimilation
4: Unit
com6: Prefix assimilation com-
4
coincidence
3
commune
Four Syllables
Four Syllables
conspire
4
convention
3
Word Cards (BLM 4)
check to make sure underlines
are marked to overprint
(Window: Attributes)
collide
Two Syllables
Two Syllables
combination
Word Cards (BLM 4)
Name ___________________________________
con-
4
coincide
3
3
• Sort words by spelling patterns in a buddy sort
• Use understanding of the meanings of the prefix com- and
base words/roots to define words
Day 5
con-
consonant
4
connection
3
4
cohort
3
collaborate
4
conscious
4
confide
3
complement
Word Cards (BLM 3)
Students will:
cohesive
cocoexist, cohort
coexist, cohort
4
Materials:
• BLM 2: Category Cards
• BLMs 4–5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Category Cards—Two Syllables, Three Syllables,
Four Syllables
• Teacher Word Cards—compensate, corroborate
co-
conconfer, connection
confer, connection
4
Students will:
co-
conflict
4
cohabit
3
3
3
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
cor-
Three Syllables
Three Syllables
coordinate
3
Day 4
colcollaborate,
collaborate,
collide collide
3
3
Day 3
col-
3
3
cor-
coagulate
3
confer
3
comcombustion,
committee
combustion,
committee
l
Other consonants
Other consonants
con-
convention
3
conductor
3
connection
3
coauthor
3
l
3
3
col-
coexist
Base words/roots
Base words/roots
Use spelling:
Example words
Use spelling:
Example words
in:
beginning beginning
in:
conductor
3
col-
The prefixThe
comprefix
can comalso can
be spelled
also becol-,
spelled
cor-, col-,
co-, and
cor-, co-, and
con-. The con-.
spelling
The change
spellingmakes
change
words
makes
easier
words
to easier
pronoun.
to pronoun.
• Sort words by spelling patterns
coexist
confer
• Articulate the reasons why com- changes spelling or stays
cohesive
confide
the same in given words
3
com-
6
Students will:
com-
PrefixPrefix
Assimilation
Assimilation
com- comThe prefixThe
comprefix
means
com-“with”
meansor“with”
“together.”
or “together.”
Unit
• Understand that com- means “with, together”
• Understand that com- changes spelling
• Understand how to use the meanings of the prefix and base
words or roots to determine meaning of words
• Brainstorm words with the prefixes com-, col-, cor-, co-, and
con• Predict rules for spelling changes in the prefix com• Understand the spelling patterns com-, col-, cor-, co-, and
con• Read and write words with the prefixes com-, col-, cor-, co-,
and con-
the other hand, might choose a theme and décor, solicit donations from area
businesses, organize a silent auction, and so forth. Keeping track of all these
Sentence
details requires superior organization. Event planners also need to be budgetconscious and excellent at communicating, since they spend a lot of time on the
phone, e-mailing, and in meetings.
Event planning can be a demanding career, but for a person with the right
set of skills, it can also be an exciting one. Many event planners love the variety
in their job, the opportunities to meet new people, and especially the challenge
of “pulling off” a complicated event without a hitch!
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
Students will:
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
• Use knowledge of com-, col-, cor-, co-, and con- spelling
patterns to spell words correctly
Materials:
• Quick-Check Assessment
®
Kit 4_Unit 6_TG.indd 1
B
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n
c
h
m
a
r
k
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d
u
c
a
t
i
o
n
C
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m
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y
6/7/10 5:21:41 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Make sure that ELs understand the
meaning of com-, and that the prefix
spellings com-, col-, cor-, co-, and con- all
have the same meaning. Spanish speakers
should easily understand as the Spanish
preposition con also means “with.” The
Spanish word for “together,” another
meaning of con-, is junto(a).
Make sure ELs understand the meaning
of the words committee, collaborate,
correlate, coexist, and confer. If
necessary, provide examples of the words
used in oral sentences. You might ask
students to act out the meaning of words
such as collaborate and confer.
Blending Practice
If some students have difficulty reading
the words, help them read the words
syllable by syllable. For example, point to
the word combination on the chalkboard.
Remind students that each syllable has one
vowel sound. Point out the five vowels, but
explain that the io in the suffix -tion makes
one vowel sound. This means that there
are four syllables. Show how you divide
the word into two syllables between the
consonants m and b, after the n, and after
the a. Show how you read each syllable,
applying syllable pattern rules to read each
one, and then blend the syllables together:
com/bin/a/tion: combination. Continue
to support students who need help with
blending throughout the week, using the
example words from the lesson.
Review Prefix Assimilation inFocus Words: insecure, impatient, immediate, illogical, irregular
Ask students to name the four ways that the prefix can be spelled. (in-, im-, il-, ir-)
Discuss why the spelling changes. (The prefix is assimilated into the beginning sound
of the word to make the word easier to pronounce.)
Write the base words secure, patient, mediate, logical, and regular on the
chalkboard. Ask students which spelling of the prefix in- goes with each base word.
Have students pronounce the complete word.
Introduce Prefix Assimilation comModel
Write the word committee on the chalkboard and read it aloud. Circle the prefix and
the root mit. Say: The prefix com- means “with” or “together.” The root mit means
“send.” These clues help you understand that committee means “a group of people
who come together to address an issue.”
Explain that in some cases, the prefix com- changes spelling. Write the words
collaborate, correlate, coexist, and confer on the chalkboard. Circle the prefix in each
word. Say: All of these prefixes are spelling variations of com-, and they all mean
“with” or “together.” In the word collaborate, you see the root labor, which means
“work.” So collaborate means “work together.”
Continue to discuss how the prefix affects the meanings of the words on the
chalkboard.
Guide
Write the prefix spellings com-, col-, cor-, co-, and con- as column heads on the
chalkboard. Ask students to brainstorm words with these prefixes. If necessary,
provide examples including commune, collide, correspond, coauthor, and
convention. As words are mentioned, help students use the meaning of the prefix
and any base words or roots to understand the word’s meaning.
Remind students that these letters are not always prefixes even if they appear at the
beginning of a word. For example, col in the word collar is not a prefix. If students
give examples of these words during brainstorming, write them on another part of
the chalkboard.
©2010 Benchmark Education Company, LLC. All rights reserved.
Teachers may photocopy the reproducible pages for classroom use.
No other part of the guide may be reproduced or transmitted in whole or
in part in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage or retrieval system,
without permission in writing from the publisher.
Printed in Guangzhou, China.
XXXX-XXXX-XXXX
If students need support, allow them to use a dictionary to find examples of words
with the prefix spellings com-, col-, cor-, co-, and con-.
ISBN: 978-1-4509-0377-6
2 Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
Kit 4_Unit 6_TG.indd 2
©2010 Benchmark Education Company, LLC
6/7/10 5:21:42 PM
Apply
Assessment Tip
Ask students to look at the lists of words on the chalkboard and think about what
they learned in the previous lesson about prefix assimilation with the prefix in-.
Then have them work with a partner and try to predict the rules for when and how
com- changes spelling. They can write their ideas in their word study notebooks.
Notice which students have difficulty
matching base words or roots with the
correct spelling of com-. Have these
students create a chart, such as the one
below, in their word study notebooks to
help them remember the spelling patterns.
Spelling Words with Prefix Assimilation
comUnit Spelling Words: combination, collide, correspond, commotion, coauthor,
cohesive, convention, connection
Write the categories com-, col-, cor-, co-, and con- on the chalkboard with some
space between them, and write the words combination and commotion in the
first column. Say: The prefix retains the com- spelling when it comes before
roots or base words that start with b, m, or p, as in the words combination and
commotion. Write the letters b, m, and p on the chalkboard above the comcolumn.
If first letter of
base word/root is . . .
Use spelling:
b, m, p
com-
l
col-
r
cor-
vowels, h
co-
consonants
(except b, m, p)
con-
Supporting ELs
Tell students that for some words adding com- can result in words that are
awkward to pronounce. Write the misspelled words comlide and comrespond
on the chalkboard. Have students say them with you to gain an understanding of
the difficulty of their pronunciation. Explain that in these cases, the prefix changes
spelling because it is assimilated, or absorbed, into the sound at the beginning of
the word. Say: For roots or base words that start with l or r, the last letter of the
prefix changes to match the first letter of the root or base word. Write the words
collide and correspond on the chalkboard in the col- and cor- columns, and the
letter l above the col- column and the letter r above the cor- column. These words
can be tricky to spell because of the double letters.
Write the word coauthor on the chalkboard in the co- column. Say: The prefix
changes to co- before vowels and the letter h, as in the word coauthor. Write
vowels and the letter h above the co- column.
Many of the spelling words have Spanish
cognates, including: la combinación/
combination; la conmoción/commotion;
la correspondencia/correspondence.
Keep in mind that cognates may not share
all the meanings of the English words. For
example, la conmoción means “outrage,”
not “noisy disturbance” as in English.
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.
Say: The prefix changes to con- before consonants, except for the consonants that
take com-. Write the words convention and connection on the chalkboard in the
con- column, and consonants (not b, m, p) above the con- column.
Discuss the meanings of the spelling words, asking volunteers to use the words in
oral sentences.
Ask students to copy the spelling words in their word study notebooks. Have them
circle the prefix in each word.
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Day Two
Review Prefix Assimilation com-
Spelling Pattern Sort
com-
col-
con-
commune
combination
complement
collaborate
collide
confer
connection
confide
conductor
convention
cor-
co-
correlate
correspond
coexist
coauthor
cohesive
coordinate
Ask students what the prefix com- means. Have them name all the spelling variations
of the prefix. Then write the words collaborate, correlate, coexist, and confer on the
chalkboard, and ask volunteers to tell you in their own words why the prefix changes
spelling in each one of these words.
Spelling Pattern Sort
Teacher Word Cards: same as BLM 3
Teacher Category Cards: com-, col-, cor-, co-, con-
Home/School Connection
Place the category cards next to each other in a pocket chart. Choose a word card
and model sorting by the spelling of the prefix and placing the word in the pocket
chart. Hold up the word card companion.
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.
Think aloud: The root in the word companion starts with the letter p, so the prefix
does not change spelling. It remains com-. So I’ll place companion in the chart
under com-.
Supporting ELs
Ask students to help you place the remaining cards. Prompt volunteers to think
aloud, explaining why the prefix does or does not change spelling before telling you
which category to place the word in.
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.
Spelling. Write these words from the unit spelling words on the chalkboard:
commotion, collide, correspond, and connection. Underline the double consonants in
each word and have students do the same with the words written in their word study
notebooks. Point out that it is important to remember to double the consonants
when spelling these words. Ask students to write each word three times in their word
study notebooks.
Show students the anchor poster and ask volunteers to explain in their own words
when and how com- changes spelling.
4 Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
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Day Three
Pattern Sort
Pattern Sort
Teacher Word Cards: compensate, corroborate
Teacher Category Cards: Two Syllables, Three Syllables, Four Syllables
Place the syllable cards in the pocket chart. Write the words compensate and
corroborate on the chalkboard. Review with students how to determine the
number of syllables in a word. As you model, divide the words into syllables using
slash marks. Say: If you know a word, you can read it aloud slowly to hear the
syllables: com/pen/sate. If you don’t know a word, knowing how to determine
the number of syllables and where to divide it can help you read the word.
Point to the word compensate. Say: If I didn’t know how to read this word, I could
check the number of syllables. I see four vowels in the word. One of the vowels
is a final e and I remember that this is silent. That means there are three vowel
sounds in the word, so there are three syllables. Next, I divide the word between
the two consonants m and the p, and between the n and the s. The first syllable
is a closed syllable so it probably has a short vowel sound. I also recognize that
this is the prefix com-. The second syllable is also closed, so it has a short vowel
sound: pen. The final syllable is a VCe syllable, so the vowel is probably long:
sate. The word is compensate. It has three syllables so I place it in the Three
Syllables column.
Place the word card compensate in the pocket chart. Then repeat with the word
corroborate, pointing out five vowels, but only four vowel sounds and showing
where to divide the word. Place the word card in the Four Syllables column.
Two
Syllables
Three
Syllables
Four
Syllables
conscious
conspire
converge
cohort
conflict
component
compensate
correction
consonant
cohabit
confidence
coincide
corroborate
coagulate
constellation
coincidence
com-
col-
con-
committee
combustion
companion
commotion
collapse
college
collection
collision
confident
confound
conjunction
conscience
cor-
co-
corrupted
corrosive
coerce
coherent
Buddy Sort
Assessment Tip
Use students’ completed BLM 7 to assess
their understanding of the prefix com- and
its spelling changes. Note whether they
need more practice in understanding the
meanings of the words.
Give students the syllable category cards from BLM 2 and the word cards from
BLM 4. Ask them to work with a partner to read and sort the words according to
the number of syllables.
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.
Buddy Sort
Give each pair of students the prefix category cards from BLM 2 and the word
cards from BLM 5.
The first student draws a word card and reads it aloud to the other student, who
tells which category to place it in. Students alternate roles until they have sorted all
the word cards.
Applying Meaning. Give students BLM 7 and have them identify correctly spelled
words with suffixes and complete the cloze sentences.
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
butes)
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 prefix
com- and its spelling variations.
Name ___________________________________
Date ____________________________________
The Job of an Event Planner
Even if you’ve never heard of an event planner, you can probably guess
what one does. An event planner is a person who plans and coordinates all
the details for an event, such as a party, conference, or festival. Many event
Word Hunt
Give students a copy of the reading passage on BLM 9. Say: You are going on a word
hunt, looking for examples of words with the prefix com- and its spelling variations,
col-, cor-, co-, and con-.
Model finding and underlining words that begin with one of the prefixes in a
sentence. Then ask students to complete the word hunt on their own.
Name ___________________________________
Date ____________________________________
Have students write the
words they find in their word study notebooks. As a group,
Spelling Dictation
talk about
the
meanings
of words the students know and speculate about the
Review Words
meaning
of other words, using the meanings of the word parts along with context
1.
clues from
the passage to define them.
2.
planners work for businesses to set up large corporate events, while others work
for private citizens or collaborate with community organizations to plan smaller
affairs. Some event planners specialize in certain kinds of events, such as
weddings, family celebrations, or even athletic competitions like charity runs and
golf tournaments.
Being an event planner takes a lot of special skills. First and foremost, an
3.
Challenge students to write a paragraph in their word study notebooks using at least
five of the com- words from the passage. Remind students that most, but not all, of
New Words
these words are adjectives, or words that describe.
1.
event planner must be very well organized to ensure that every aspect of the
event is under control. For example, when arranging a business convention,
2.
an event planner must consider the facilities available, food and refreshments,
lodging for out-of-town participants, guest speakers, equipment needed for
meetings, and much more. An event planner developing a charity ball, on
the other hand, might choose a theme and décor, solicit donations from area
businesses, organize a silent auction, and so forth. Keeping track of all these
3.
Spelling Dictation
Sentence
details requires superior organization. Event planners also need to be budgetconscious and excellent at communicating, since they spend a lot of time on the
phone, e-mailing, and in meetings.
Event planning can be a demanding career, but for a person with the right
set of skills, it can also be an exciting one. Many event planners love the variety
in their job, the opportunities to meet new people, and especially the challenge
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: inaccurate, impartial, illogical.
of “pulling off” a complicated event without a hitch!
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: collide, correspond, coauthor.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
©2010 Benchmark Education Company, LLC
Home/School Connection
Have students take the reading passage on
BLM 9 home to read to a family member
and point out the words with the prefix
com- and its spelling variations.
Supporting ELs
Make sure ELs know the meanings of the
spelling words. Before student pairs use
BLM 11, have the partners tell each other
sentences using the spelling words.
©2010 Benchmark Education Company, LLC
Dictate the following sentence and have students write it on their papers:
The combination of street commotion and the weak cell phone connection
made it difficult for Sima to hear her friend.
Write the words and sentence on the chalkboard and have students self-correct their
papers.
Spelling Practice
Give pairs of students Spelling Peer Check (BLM 11). While one student reads the
spelling words from his or her word study notebook, the other student writes the
words in the First Try column. After the second student has spelled the words,
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 6: Prefix assimilation com-
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Day Five
Name ___________________________________
Spelling Assessment
Unit 6 Quick-Check: Prefix Assimilation comAnswer Questions
Use the following procedure to assess students’ spelling of the unit spelling words:
Directions: Choose the word for each question that does not have the correct spelling of the prefix com-.
Next to each incorrect word, write the correct spelling.
1.
•Say a spelling word and use it in a sentence.
•Have students write the word on their papers.
2.
•Continue with the remaining words on the list.
a. combustion
____________
b. coincidence
____________
c. conplement
complement
____________
c. consonant
____________
d. cohort
____________
d. colrigible
corrigible
____________
a. coleague
colleague
____________
a. coerce
____________
b. confide
____________
b. comalition
coalition
____________
c. correction
____________
c. collapse
____________
d. commune
____________
d. convenient
____________
____________
3.
4.
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Quick-Check Assessment
com-
col-
commitment
college
cor-
co-
corrugated
correspondent
coordinate
cohesive
Word Bank
college, coordinate,
commitment, conjunction,
corrugated, correspondent,
constellation, cohesive
con-
conjunction
constellation
Think and Write about Prefix Assimilation com-
Assess students’ mastery of words with the prefix com- and its spelling variations
using the Quick-Check for Unit 6.
Directions: In the space below, explain how understanding when and why the prefix com- changes
spelling helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 6: Prefix assimilation com-
©2010 Benchmark Education Company, LLC
Answer Key Unit 6 Quick-Check
Answer Key BLM 6
Suggestions for Independent Practice
Group Sort. Have students form small groups. Give each group one set of
category cards and enough sets of word cards (each set the same) so that each
student can have his or her own. Taking turns clockwise, each student sorts one
word that has not yet been used. The other players in the group should correct
any student who tries to sort a duplicate. The game continues until all the words
have been sorted with no duplications.
Synonyms. Give each student one or more word cards. Challenge them to write
as many synonyms for each com- word as they can think of. You might also allow
them to use a thesaurus to learn additional synonyms.
Speed Read. Have pairs of students select up to twenty word cards and read the
words to each other, being careful to pronounce the words correctly. Then have
the students take turns reading the words while their partners time their reading
with a stopwatch and make sure the words are said correctly. For each incorrectly
pronounced word, the student loses two seconds from his or her total time. Have
students compete to see who has the faster time.
Kit 4_Unit 6_TG.indd 7
____________
____________
Directions: In the space below, list three to five words you know that contain one of the prefixes com-,
col-, cor-, co-, or con-.
•Use the assessment to plan small-group or individual practice.
©2010 Benchmark Education Company, LLC a. coordinate
b. corrosive
Apply
•When students have finished, collect their papers and analyze their spelling of
the words.
Etymology. Have students choose a word from the word cards whose root is
unfamiliar to them. Have them use a dictionary or other source of etymological
information to research the word’s etymology. Students can make an oral
presentation to the class reporting their findings.
Date _______________________________________
com-
col-
con-
combustion
commune
companion
commotion
complement
colleague
collusion
collapse
contain
constellation
confound
consonant
converge
cor-
co-
corrosive
correction
correspond
cohesive
coincide
coherent
coexist
Answer Key BLM 7
1. construction
2. corrosive
3. coincidence
4. conflict
5. collapse
6. collection
7. confide
8. correction
9. combination
10. cohesive
Answer Key BLM 8
1. collaborate
2. coherent
3. correspond
4. coordinate
5. contain
6. colleague
7. converge
8. companion
9. complement
10. corrupted
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Name ____________________________________
Date ________________________________________
Unit 6 Quick-Check: Prefix Assimilation comAnswer Questions
Directions: Choose the word for each question that does not have the correct spelling of the prefix com-.
Next to each incorrect word, write the correct spelling.
____________
3. a. combustion
____________
b. corrosive
____________
b. coincidence
____________
c. conplement
____________
c. consonant
____________
d. cohort
____________
d. colrigible
____________
1. a. coordinate
2. a. coleague
____________
4. a. coerce
____________
b. confide
____________
b. comalition
____________
c. correction
____________
c. collapse
____________
d. commune
____________
d. convenient
____________
Apply
Directions: In the space below, list three to five words you know that contain one of the prefixes com-,
col-, cor-, co-, or con-.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
com-
col-
cor-
co-
Word Bank
college, coordinate,
commitment, conjunction,
corrugated, correspondent,
constellation, cohesive
con-
Think and Write about Prefix Assimilation comDirections: In the space below, explain how understanding when and why the prefix com- changes
spelling helps you as a reader, speller, and writer.
_____________________________________________________________________________
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