3
WordStudySpiral
Unit
Vocabulary
Prefixes in-, un-, dis-, mis-
1
Lesson Objectives
Day 1
Students will:
• Understand the function and meaning of prefixes and base
words
• Understand the meaning of prefixes in- (“not”), un- (“not,
opposite of”), dis- (“not, opposite of”), and mis- (“bad,
badly”)
• Read and write words with prefixes in-, un-, dis-, and mis-
Day 2
in-
Prefixes
Prefixes
in-, un-,
in-,dis-,
un-,mis
dis-, mis
Prefix
in-
in-
Meaning Meaning
dis-
un-
not
or the opposite
of
unnot or the
opposite
of
uneasy
dis-
not
or the opposite
of
disdisconnect
not or the
opposite
of
disconnect
mis-
mis-
uneasy
3
3
3
3
3
• Sort words with prefixes in-, un-, dis-, and mis- according
ungrateful
insincere
to meaning
• Use knowledge of meanings and spelling patterns of in-,
un-, dis-, and mis- words in sentences
3
3
3
3
4
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
5
The company
1. The
decided
company
to __________________
decided to __________________
making the shampoo
making the
because
shampoo
it didbecause it did
2.
“How can2.you“How
find anything
can you in
find
this
anything
__________________?”
in this __________________?”
my mom asked.
my mom asked.
not sell well. not sell well.
3.
4.
discontinue
continue
unlucky
lucky mischief
unlucky unreasonable
mischief unreasonable
disgrace
Students will:
• Identify words with prefixes in-, un-, dis-, and mis- in a
passage
• Identify in-, un-, dis-, and mis- words that do not follow the
rules for changing the base word meanings
• Write and spell words with in-, un-, dis-, and mis-
incredible6.
incredible
7.
misspell 7.
misspell
8.
undress 8.
undress
9.
informal 9.
informal
4.
inaccurate
known
discourage
inaccurate
5.
accurate
inaccurate unknown
accurate
6.
lucky
unlucky
friendly
lucky unfriendly
friendly
New Words
uneasy
misprint disgrace
uneasy misfit
disgrace
8.
2.
In 1876, kudzu was first brought from Japan and shown at the Philadelphia
3.
eroding and washing away. They knew that kudzu was fast growing, but this was
misfit
considered a benefit, not a disadvantage. It turns out that the plant did help slow
erosion, but it also caused a great deal of mischief by smothering native plants.
We wore 6.
jeansWe
because
wore jeans
the party
because
was the
__________________.
party was __________________.
human
inhuman informal
human formal
informalunaware
formal
1.
United States.
unfriendly
Sentence
Kudzu is so dense that it blocks light from any plants underneath it, so they die. It
unaware
also proved a disappointment as a feed crop.
The advertisement
7. The advertisement
for the action for
figure
thewas
action
__________________
figure was __________________
, since the
, since the
Both individuals and government agencies spend millions of dollars yearly to
try to keep kudzu under control. The plants do not seem susceptible to disease.
lucky
unknown
unlucky
lucky misleading
unlucky
misleading
The only way to get rid of them is to pull them up by the roots. Since kudzu has
thrived in the south and is moving north, this may be an insurmountable task.
We tried to
8. take
Wethe
tried
most
to take
__________________
the most __________________
route home soroute
we would
home get
so we
home
would get home
too late to help
too
clean
late the
to help
garage.
clean the garage.
indirect
expensive discourage
indirect
discourage
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Date ____________________________________
Reading Passage (BLM 9)
Word Study & VocabularyWord
3: Unit
Study
1: Prefixes
& Vocabulary
in-, un-,
3: Unit
dis-,1:misPrefixes in-, un-, dis-, mis-
First Try
3.
Second Try
(if needed)
New Words
1.
2.
Correct Spelling
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
7.
7.
7.
8.
8.
8.
9.
9.
9.
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
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 3: Unit 1: Prefixes in-, un-, dis-, mis-
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Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
Name ___________________________________
Kudzu is the king of unfriendly plants because it covers everything that has the
In 1876, kudzu was first brought from Japan and shown at the Philadelphia
misfortune to be in its path. It grows so incredibly fast—up to a foot a day—that
some people say they can see it growing! While that may be an exaggeration,
Exhibition. People mistakenly thought that kudzu would help farmers in the
unknown
misfortune to be in its path. It grows so incredibly fast—up to a foot a day—that
Exhibition. People mistakenly thought that kudzu would help farmers in the
3.
found in their native habitat, these plants could do more harm than good.
accessories were
accessories
not included.
were not included.
the plants would be helpful. They failed to realize that without the natural enemies
United States.
2.
the plants would be helpful. They failed to realize that without the natural enemies
unknown
southern U.S. It could be used as animal food and could keep their soil from
1.
kudzu has done a lot of unintended damage since it was introduced into the
is mistaken; some plants are very aggressive! People have introduced plants to
complained. complained.
Spelling Dictation
some people say they can see it growing! While that may be an exaggeration,
Date ____________________________________
1.
areas where they are not found naturally, under the unfortunate impression that
courage
“The ugly 5.
brown
“The
grass
uglyinbrown
the park
grass
is ain__________________!”
the park is a __________________!”
my neighbor my neighbor
misprint
Review Words
found in their native habitat, these plants could do more harm than good.
discourage
courage
Martin avoided
4. Martin
walking
avoided
by thewalking
house that
by the
hadhouse
the __________________
that had the __________________
dog.
dog.
unlucky
7.
Name ___________________________________
is mistaken; some plants are very aggressive! People have introduced plants to
3.
southern U.S. It could be used as animal food and could keep their soil from
eroding and washing away. They knew that kudzu was fast growing, but this was
Sentence
Kudzu is so dense that it blocks light from any plants underneath it, so they die. It
also proved a disappointment as a feed crop.
Both individuals and government agencies spend millions of dollars yearly to
try to keep kudzu under control. The plants do not seem susceptible to disease.
• Spell words using in-, un-, dis-, and misMaterials:
• Quick-Check Assessment
Kit 3_Unit 1_TG.indd 1
known
disgrace
considered a benefit, not a disadvantage. It turns out that the plant did help slow
c
inaccurate
accurate
Rosco likes
3. theRosco
adventure
likes the
of traveling
adventure
into
of the
traveling
__________________.
into the __________________.
misstep
Classroom Activity (BLM 7)
erosion, but it also caused a great deal of mischief by smothering native plants.
n
3.
inhuman
Word Study & VocabularyWord
3: Unit
Study
1: Prefixes
& Vocabulary
in-, un-,
3: Unit
dis-,1:misPrefixes in-, un-, dis-, mis-
areas where they are not found naturally, under the unfortunate impression that
Students will:
I have tried
2. to I__________________
have tried to __________________
my cat from climbing
my cat from
on the
climbing
table. on the table.
inexpensive inexpensive
expensive
We usually think of plants as being passive and not moving. But this belief
Name ___________________________________
Review Words
kudzu has done a lot of unintended damage since it was introduced into the
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Date ____________________________________
Date ____________________________________
Unfriendly Plants
We usually think of plants as being passive and not moving. But this belief
Kudzu is the king of unfriendly plants because it covers everything that has the
10. disfigure 10. disfigure
Unfriendly Plants
check to make sure underlines
are marked to overprint
(Window: Attributes)
2.
accurate
Directions: Circle
Directions:
the prefix in
Circle
eachthe
of prefix
the words
in each
below.
of the words below.
6.
Name ___________________________________
experienced experienced
distaste taste
distaste
inexperienced
taste inexperienced
Most people
5. think
Mostthat
people
five think
hoursthat
of homework
five hours of
a night
homework
is __________________.
a night is __________________.
lucky
The waitress
1. was
Theclearly
waitress
__________________
was clearly __________________
because she forgot
because
halfshe
of our
forgot
order.
half of our order.
misleading
discontinue
misstep
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Spelling Dictation
1.
order
“You can __________________
4. “You can __________________
your seat belt your
now.seat
The belt
ride now.
is over!”
Themy
ridebrother
is over!”
said.
my brother said.
fasten
continueunfasten
fasten discontinue
unfasten
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Word Study & VocabularyWord
3: Unit
Study
1: Prefixes
& Vocabulary
in-, un-,
3: Unit
dis-,1:misPrefixes in-, un-, dis-, mis-
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your sentence
child readand
each
choose
sentence
the and
wordchoose
that makes
the word
the most
that makes the most
sense in the sentence.
sense in the sentence.
reasonable
unreasonable unreasonable
misread
read common
misread uncommon
common uncommon
misleading
continue
5.
discontinue
unexpected unexpected
disorder order
disorder
order
disorder
uncommon
order uncommon
reasonable
I did the wrong
3. I did
math
theproblems
wrong math
because
problems
I __________________
because I __________________
the assignment.
the assignment.
read
5
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
ChooseChoose
the Word
the Word
1.
continue
mis-
5
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
ChooseChoose
the Word
the Word
Directions: Read
Directions:
each sentence
Readand
each
choose
sentence
the and
wordchoose
that makes
the word
the most
that makes
sense in
thethe
most
sentence.
sense in the sentence.
disorder
5
Word Cards (BLM 5)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
misMeaning: Meaning:
untidy
untidy
5
Word Study & VocabularyWord
3: Unit
Study
1: Prefixes
& Vocabulary
in-, un-,
3: Unit
dis-,1:misPrefixes in-, un-, dis-, mis-
Word Cards (BLM 4)
dis-
disMeaning: Meaning:
5
Word Cards (BLM
Word
5) Cards (BLM 5)
©2010 Benchmark Education Company, LLC
un-
unlucky
unlucky
5
5
unMeaning: Meaning:
5
5
indirect
indirect
4
Word Cards (BLM 4)
Materials:
• BLM 2: Category Cards
• BLM 5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Category Cards—not or opposite of, bad or badly
• Teacher Word Cards—same as BLM 4
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
4
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
©2010 Benchmark Education Company, LLC
5
unfriendly
unfriendly
5
incredible
incredible
unknown
4
in-
inMeaning: Meaning:
5
unfortunate
unfortunate
5
5
unfasten
inhuman
Word Cards (BLM 3)
5
©2010 Benchmark Education Company, LLC
SortingSorting
for Prefixes
for Prefixes
in-, un-,in-,
dis-,
un-,
misdis-, mis-
5
5
disrespect
disrespect
4
informal
5
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
Word BankWord Bank
misfit
misfit
disapprovedisapprove
incredible incredible
mischief mischief
inaccurate inaccurate
distrust
distrust
uncommonuncommon
discouragediscourage
uneasy
uneasy
infrequent infrequent
ungrateful ungrateful
informal informal
disrespect disrespect
unexpectedunexpected
misstep misstep
mistake
mistake
5
4
Word Cards (BLM 4)
©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 read
haveeach
your word
child read
and place
each itword
in the
and
correct
place chart
it in the
column.
correct chart column.
5
misspoke
misspoke
disprove
disprove
4
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
5
5
5
undress
4
unexpected
infrequent
5
misunderstood
4
inaccurate
uneasy
5
disfigure
disfigure
4
distaste
uncommon
5
misspell
misspell
discourage
discourage
4
misprint
4
5
5
misleading
4
disorder
3
3
4
dishonest
unaware
5
discontinue
discontinue
4
unknown
inhuman
3
Word Cards (BLM 3)
mischief
mischief
disbelief
disbelief
4
4
uncomfortable
Category Cards (BLM 2)
misfortune
4
ungrateful
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
4
unfasten
informal
3
Word Cards (BLM 3)
Word Study & VocabularyWord
3: Unit
Study
1: Prefixes
& Vocabulary
in-, un-,
3: Unit
dis-,1:misPrefixes in-, un-, dis-, mis-
insane
4
disgrace
3
inexperienced
Name ___________________________________
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
disease
misfit
3
Students will:
Category Cards (BLM
Category
2) Cards (BLM 2)
Word Study & VocabularyWord
3: Unit
Study
1: Prefixes
& Vocabulary
in-, un-,
3: Unit
dis-,1:misPrefixes in-, un-, dis-, mis-
4
unexpected
3
4
undress
inaccurate
3
insincere
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
4
uneasy
3
4
misunderstood
distaste
3
inexperienced
bad or badly
bad or badly
4
uncommon
3
4
misprint
disorder
3
inexpensive
bad or badlymisfortune
misfortune
bad or badly
4
uncomfortable
inability
3
misstep
3
e
mis-
3
Anchor Chart (BLM 1)
3
B
mis-
4
misleading
dishonest
3
infrequent
3
®
dis-
insincere insincere
4
misfortune
4
unaware
3
Example Example
not
not
4
disgrace
3
distrust
The spelling
The of
spelling
the base
of the
word
base
does
word
not does
change
notwhen
change when
a prefix is
a added.
prefix is added.
Prefix
3
misstep
3
insane
disease
misfit
disapprove
3
not or opposite
not or opposite
of
of
Materials:
• Anchor Poster
disapprove
• BLM 2: Category Cards
disconnect
• BLM 4: Word Cards
• BLM 6: Take-Home Activity
distrust
• Teacher Category Cards—in-, un-, dis-, mis- inability
• Teacher Word Cards—same as BLM 3
inexpensive
Day 5
un-
Base wordBase
= main
wordpart
= main
of a part
wordoftoa which
word to
a prefix
which a prefix
is added is added
• Sort words by prefixes
• Use and define words with prefixes in-, un-, dis-, and mis-
Day 4
un-
disconnect
Students will:
Day 3
in-
Prefix = unit
Prefix
added
= unit
to added
the beginning
to the beginning
of a wordof a word
h
m
The only way to get rid of them is to pull them up by the roots. Since kudzu has
thrived in the south and is moving north, this may be an insurmountable task.
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
a
r
k
E
d
u
c
a
t
i
o
n
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
C
o
m
p
a
n
y
6/10/10 8:22:38 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Review the meaning of the base words
sincere, easy, connect, and fortune.
Define the words using gestures, sketches,
or pantomime where possible. Then,
word by word, review the meaning, add
the prefix, and show by X marks that the
meaning of the words has changed to the
opposite.
Review Spelling i before e Except after c
Focus Words: priest, neither, weigh, grief, conceit, sleigh
Write the focus words on the chalkboard. Ask students to read the words and
determine the vowel sounds in each word and the letters that stand for those vowel
sounds. Make sure students understand that ei can stand for the long e sound and
the long a sound.
Repeat this process with other base words
for challenging words from this lesson.
Introduce Prefixes in-, un-, dis-, mis-
Blending Practice
Model
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, write the word
disconnect on the chalkboard. Point out
the three vowels, each having a vowel
sound, indicating three syllables. Show
how you divide the word into syllables
using the syllable pattern rule for dividing
between consonants: dis/con/nect. Point
out that the individual syllables are easier
to read and are similar to short words
they know. Model reading each syllable
and then blending the syllables together:
dis/con/nect: disconnect. Continue to
support students who need help with
blending throughout the week, using the
example words used in the lesson.
Write the following words on the chalkboard and read them aloud: insincere,
uneasy, disconnect, misfortune. Explain that each of these words contains a base
word and a prefix.
Define base words and prefixes. Say: A prefix is a set of letters added to the
beginning of a base word. Prefixes change the meaning of the base word. A base
word is the main word part.
Point to the in- in insincere and circle the base word. Say: In- is the prefix and
sincere is the base word.
Ask students to define sincere. As needed, supply the definition “real, honest, or
genuine.” Then explain that the prefix in- means “not.” Say: So insincere means
“not sincere” or “not honest and genuine.” Adding the prefix gives the opposite
meaning. The prefix in- has another meaning—”into”—as in information, for
example. However, this unit will focus on the “not” meaning.
Explain to students that in this lesson they will be working with the prefixes in-, un-,
dis-, and mis-. Say: All these prefixes change the base word to a negative meaning
or to an opposite meaning. In- means “not.” Un- or dis- mean “not” or “the
opposite of,” and mis- means “bad” or “badly.”
Guide
Ask a volunteer to come to the chalkboard and read the word uneasy. Have the
student circle the prefix and the base word. Make sure students understand that the
word describes a feeling that is “not easy.”
Repeat this activity with the words disconnect and misfortune.
©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
On the chalkboard, draw four columns with the following heads: in-, un-, dis-, and
mis-. Have students brainstorm words with these prefixes and write them on the
chalkboard. Caution students to watch out for false prefixes in words such as uncle.
ISBN: 978-1-4509-0276-2
2 Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
Kit 3_Unit 1_TG.indd 2
©2010 Benchmark Education Company, LLC
6/10/10 8:22:38 PM
Apply
Assessment Tip
Have partners tell each other the meanings of the prefixes and how they change
the meaning of the base words.
Notice which students are having difficulty
identifying prefixes or creating meaningful
sentences with this week’s words. Provide
sample sentences that reinforce the
spelling and meaning of the words.
Spelling Words with Prefixes
Unit Spelling Words: disrespect, disapprove, incredible, infrequent, mischief,
misstep, uncommon, ungrateful
Write the word respect on the chalkboard. Say: When we respect someone, we
hold them in esteem and think highly of them. Model combining the prefix dis- to
the base word to spell the word disrespect. Say: When we add the prefix dis-, we
change the meaning. Disrespect means the opposite of respect.
Repeat with the word approve, providing the meaning, and discussing how the
meaning changes when we add the prefix dis-.
Point out that when we add the prefix dis- to base words, the spellings of the base
words do not change.
If students are struggling with the spelling
words, confirm whether the issue is with
the spelling of the base word or with the
addition of the prefix. Identify any spelling
rules students need to review, and reteach
those words to students.
Home/School Connection
Students can take home the list of spelling
words and practice reading, writing, and
spelling the words with a family member.
Next write the word credible on the chalkboard. Discuss the meaning of the word.
Model combining the prefix in- to the base word to spell the word: in- + credible
= incredible. Ask students how the meaning of credible has changed by adding
the prefix.
Explain that the prefixes in-, un-, and mis- change a word to the opposite or
negative meaning. Demonstrate adding prefixes to base words to spell the words
infrequent, mischief, misstep, uncommon, and ungrateful.
Remind students that words with the prefixes mis- and dis- should have only one
s before the base word. Point out that words like misstep have a double s because
the base word begins with s.
Have students read all the spelling words. Ask volunteers to create oral sentences
using the words.
Have students copy the spelling words into their writing notebooks. Encourage
students to watch for base words that are irregular or commonly misspelled, such
as chief or grateful. Have partners check each other’s spelling. Then have them
circle the prefixes in each word.
©2010 Benchmark Education Company, LLC Kit 3_Unit 1_TG.indd 3
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- 3
6/10/10 8:22:39 PM
Day Two
Providing Support
Some students may have difficulty
distinguishing the prefixes and the base
words. Have them write each word in a
notebook and work with a partner to circle
the prefixes.
Review Prefixes in-, un-, dis-, misShow 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: distrust, inability, misfit, unlucky.
Have partners each choose a word. Then have partners work together to identify
each word’s prefix and then define the word.
Pattern Sort
in-
un-
inability
inexpensive
inexperienced
infrequent
insincere
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
mis-
dis-
misfit
misstep
disapprove
distrust
disconnect
Think aloud: Inability has the prefix in- which means “not.” So inability goes
in the category in-. Inability is when someone is not able to do something. For
example, I have an inability to speak Italian.
in-
un-
Hold up the word card distrust. Ask students under which category it belongs. After
students have answered correctly, place the word card in the dis- category. Then ask
a volunteer to define the word and use it in a sentence.
inaccurate
informal
inhuman
insane
undress
unknown
unfasten
mis-
dis-
misfortune
misleading
misprint
misunderstood
disease
disgrace
dishonest
disorder
distaste
Buddy Sort
Home/School Connection
Pattern Sort
Teacher Word Cards: same as BLM 3
Teacher Category Cards: in-, un-, dis-, misPlace the category cards in a row in the pocket chart and hold up the word card
inability.
Have students help you sort the remaining words. Have them describe the meaning
of the word and prefix to each other as they sort them.
Buddy Sort
Give pairs of students the prefix category cards from BLM 2 and the word cards from
BLM 4. Ask pairs to work together to sort the words into the appropriate categories.
Spelling. Remind students that base word spellings do not change when you add the
prefixes in-, un-, dis-, and mis-. Ask students to practice writing each spelling word
two times and then ask a partner to check their spelling.
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 English Learners 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.
4 Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
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Day Three
Meaning Sort
Meaning Sort
Teacher Word Cards: same as BLM 4
Teacher Category Cards: not or opposite of, bad or badly
Remind students that the prefixes add meaning to words. When the prefixes dis-,
in-, and un- are added to some words, they change the meaning to the opposite
of the base word. When mis- is added, it adds the meaning “bad or badly” to the
base word.
Hold up the card for misfortune. Say: The prefix mis- means “bad” and fortune
means “chance” or “success.” Into which of these categories should I place
misfortune?
Place the misfortune in the pocket chart and hold up the word card for unfasten.
Say: Unfasten is the opposite of fasten. I’ll place this card in the pocket chart
under not or opposite of.
Hold up the word card for dishonest. Ask students where you should place the
card in the pocket chart.
Continue holding up the teacher words cards, asking students to help you sort
them into the correct categories.
Independent Sort
Give students the definition category cards from BLM 2 and word cards from
BLM 5. Ask them to sort each word under its definition.
Oddballs
Point out to students that some words with the prefixes in-, un-, and dis- do not
mean exactly the opposite of their base word. Write the word disease on the
chalkboard. Say: In the word disease, the prefix dis- doesn’t exactly give the base
word ease its opposite meaning, because the word disease seems more serious
than “not ease.”
Write the following two words on the chalkboard: mistake and mischief. Say: We
don’t usually think of mistake and mischief as “bad take” and “bad chief,” but
the “bad” meaning of the prefix mis- is still clear in these words.
Applying Meaning. Give students BLM 7 and have them complete the cloze,
choosing the correct in-, un-, dis-, mis- word.
not or opposite of
bad or badly
disease
disgrace
dishonest
disorder
distaste
inaccurate
misfortune
misleading
misprint
misunderstood
informal
inhuman
insane
undress
unfasten
unknown
Independent Sort
not or opposite of
bad or badly
disbelief
discontinue
discourage
disfigure
disprove
disrespect
misspell
mistake
misspoke
mischief
incredible
indirect
unfortunate
unfriendly
unlucky
untidy
Assessment Tip
Observe students as they do the meaning
sort. Determine whether students have
difficulty with base word meanings or
in applying the prefix meanings. Pair
students who are having difficulty with
word meanings with students who are not
having difficulty. Have them work together
to define each word in their word study
notebooks and then to sort by meaning.
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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Day Four
Providing Support
Some ELs and struggling readers may have
difficulty reading the passage. Have these
students read with an on-level reader.
Alternatively, you could read the passage
to them while they follow along or echoread with you. Ask students to look and
listen for examples of prefixes in-, un-,
dis-, and mis-.
Name ___________________________________
Date ____________________________________
Unfriendly Plants
is mistaken; some plants are very aggressive! People have introduced plants to
areas where they are not found naturally, under the unfortunate impression that
the plants would be helpful. They failed to realize that without the natural enemies
found in their native habitat, these plants could do more harm than good.
Kudzu is the king of unfriendly plants because it covers everything that has the
misfortune to be in its path. It grows so incredibly fast—up to a foot a day—that
some people say they can see it growing! While that may be an exaggeration,
kudzu has done a lot of unintended damage since it was introduced into the
United States.
In 1876, kudzu was first brought from Japan and shown at the Philadelphia
Exhibition. People mistakenly thought that kudzu would help farmers in the
southern U.S. It could be used as animal food and could keep their soil from
eroding and washing away. They knew that kudzu was fast growing, but this was
considered a benefit, not a disadvantage. It turns out that the plant did help slow
erosion, but it also caused a great deal of mischief by smothering native plants.
Kudzu is so dense that it blocks light from any plants underneath it, so they die. It
also proved a disappointment as a feed crop.
Both individuals and government agencies spend millions of dollars yearly to
try to keep kudzu under control. The plants do not seem susceptible to disease.
The only way to get rid of them is to pull them up by the roots. Since kudzu has
thrived in the south and is moving north, this may be an insurmountable task.
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
Distribute BLM 9 to students. Explain that they will read the passage and find words
that include the prefixes for in-, un-, dis-, and mis-. Ask students to read the passage
through once before looking for the words. Then have them reread the passage and
circle the words they find with the prefixes. After students have completed the search,
have volunteers share and define the words they found.
Next have students create a four-column chart in their word study notebooks with
the headings in-, un-, dis-, and mis-. Have students copy the words they circled into
Dictation
the correct column ofSpelling
the chart.
Name ___________________________________
Date ____________________________________
Review Words
We usually think of plants as being passive and not moving. But this belief
e sure underlines
o overprint
ributes)
Word Hunt
After students
have completed their charts, have them write four sentences, using at
1.
least one
2. word with each prefix.
3.
Have volunteers identify the prefix and base word in each of these words. Then ask
them toNew
compare
the expected meaning of the word to its actual meaning.
Words
1.
2.
Spelling Dictation
3.
Sentence Spelling Dictation (BLM 10). Dictate the following words from the last
Give students
unit’s spelling words to students, one at a time, and have students write them on
their BLMs: either, deceive, eighteen.
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: disapprove, infrequent, mischief.
Dictate the following sentence and have students write it on their papers:
The principal was very surprised by the disrespect the student showed her,
since this sort of mischief was uncommon at her school.
Spelling Dictation (BLM 10)
©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 prefixes in-,
un-, dis-, and mis-.
Supporting ELs
Make sure ELs know the meanings of the
spelling words. Before student pairs use
BLM 11, have the partners tell each other
oral sentences using the spelling words.
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
©2010 Benchmark Education Company, LLC
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 3: Unit 1: Prefixes in-, un-, dis-, mis-
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Day Five
Name ___________________________________
Spelling Assessment
Date _______________________________________
Unit 1 Quick-Check: Prefixes in-, un-, dis-, misAnswer Questions
Use the following procedure to assess students’ spelling of the unit spelling words:
•Say a spelling word and use it in a sentence.
Directions: Choose the correct word from the word bank to complete each sentence. There will be two
words left over.
Word Bank
mistake
disbelief
disprove
unaware
unlucky
untidy
1.
disbelief
I could
not hide my __________________
when he told me he was an alien.
•Have students write the word on their papers.
2.
__________________
unaware
“I was
that we had to write one hundred words!” Mark exclaimed
•Continue with the remaining words on the list.
3.
untidy
Clothes
were all over the floor of Jana’s __________________
room.
•When students have finished, collect their papers and analyze their spelling of
the words.
4.
mistake
Harold
was disappointed that he made a __________________
on his math test.
•Use the assessment to plan small-group or individual practice.
____________
after his teacher said his essay was too short.
Apply
Directions: In the space below, list three to five words you know with the prefixes in-, un-, dis-, mis-.
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Quick-Check Assessment
in-
un-
dis-
mis-
insane
inhuman
unfasten
unreasonable
dishonest
distaste
disgrace
mistake
misleading
Word Bank
disgrace, mistake,
distaste, inhuman,
misleading,
unfasten,
dishonest, insane,
unreasonable
Think and Write about Prefixes in-, un-, dis-, mis-
Assess students’ mastery of prefixes in-, un-, dis-, and mis- using the Quick-Check
for Unit 1.
Directions: In the space below, explain how understanding the prefixes in-, un-, dis-, and mis- helps you
as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
©2010 Benchmark Education Company, LLC
Answer Key Unit 1 Quick-Check
Answer Key BLM 6
Suggestions for Independent Practice
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.
Prefix Pictures. Give a group of six to eight students enough word cards for each
student. (Be sure to select the cards that are easiest to draw, such as inhuman,
unlucky, or untidy.) Group students into two teams. Then have each student draw
a representation of his or her word on the chalkboard. Have groups work together
to determine which word the other group has drawn. The object is to identify the
most words correctly.
Word Find. Have pairs of students create and solve word finds. Give each student
three word cards and a sheet of plain paper. Have them write each word forward
or backward in vertical or horizontal columns. Then have them add random letters
to complete each column and row. You may wish to model creating the word find
on the chalkboard before students begin. After partners have each created a word
find, they should swap word finds and solve.
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.
inMeaning: not
unMeaning: not or
opposite of
incredible
infrequent
inaccurate
informal
uncommon
ungrateful
uneasy
unexpected
disMeaning: not or
opposite of
misMeaning: bad or
badly
disapprove
disrespect
discourage
distrust
mischief
misstep
misfit
Answer Key BLM 7
1. discontinue
2. disorder
3. misread
4. unfasten
5. unreasonable
6. incredible
7. misspell
8. undress
9. informal
10. disfigure
Answer Key BLM 8
1. inexperienced
2. discourage
3. unknown
4. unfriendly
©2010 Benchmark Education Company, LLC Kit 3_Unit 1_TG.indd 7
5. disgrace
6. informal
7. misleading
8. indirect
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- 7
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Name ____________________________________
Date ________________________________________
Unit 1 Quick-Check: Prefixes in-, un-, dis-, misAnswer Questions
Directions: Choose the correct word from the word bank to complete each sentence. There will be two
words left over.
Word Bank
mistake
disbelief
disprove
unaware
unlucky
untidy
1. I could not hide my __________________ when he told me he was an alien.
2. “I was __________________ that we had to write one hundred words!” Mark exclaimed
after his teacher said his essay was too short.
3. Clothes were all over the floor of Jana’s __________________ room.
4. Harold was disappointed that he made a __________________ on his math test.
Apply
Directions: In the space below, list three to five words you know with the prefixes in-, un-, dis-, mis-.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
in-
un-
dis-
mis-
Word Bank
disgrace, mistake,
distaste, inhuman,
misleading,
unfasten,
dishonest, insane,
unreasonable
Think and Write about Prefixes in-, un-, dis-, misDirections: In the space below, explain how understanding the prefixes in-, un-, dis-, and mis- helps you
as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis-
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