2
WordStudy Build
Unit
Vocabulary
Suffix -y with No Change, e-Drop, and Doubling
29
Lesson Objectives
Day 1
Students will:
• Read and write words with suffix -y
No Change
No Change
SuffixSuffix
-y with
-y No
with
Change,
No Change,
e-Drop,
e-Drop,
and Doubling
and Doubling
Materials:
• Anchor Poster
e-Drop e-Drop
breezy
Base words
Base
can
words
change
caninchange
three ways
in three
when
ways
suffix
when
-y suffix -y
is added:is added:
Most base
Most
words
base words
No change
No change
frosty
3
grouchy
4
misty
3
4
brainy
3
chilly
gloomy
4
greasy
3
One-syllable
One-syllable
base words
base words
with a short
withvowel
a short vowel
arty
3
bumpy
4
choppy
3
noisy
4
4
Double final
Double
consonant
final consonant
mist + y =
mist
misty
+ y = misty
Day 2
rain + y =rain
rainy
+ y = rainy
Students will:
ease – e ease
+ y =–easy
e + y = easy
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
Category Cards Category
(BLM 2) Cards (BLM 2)
Word Study & VocabularyWord
2: Unit
Study
29:&Suffi
Vocabulary
x -y with2:noUnit
change,
29: Suffi
e-drop,
x -y with
and doubling
no change, e-drop, and doubling
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
windy
Anchor Chart (BLM 1)
breezy
frosty
3
4
greasy
3
• Sort words with suffix -y by base word spelling patterns
dusty
stormy
• Use words with suffix -y correctly in written sentences
• Identify when base words require a spelling change
before
easy
sunny
adding -y
foggy
windy
Materials:
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Category Cards
• Teacher Word Cards—same as BLM 5
3
3
3
3
3
3
3
3
5
funny
5
4
injury
4
Word Cards (BLM 4)
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
5
5
5
zippy
zippy
5
5
5
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Word Study & VocabularyWord
2: Unit
Study
29:&Suffi
Vocabulary
x -y with2:noUnit
change,
29: Suffi
e-drop,
x -y with
and doubling
no change, e-drop, and doubling
©2010 Benchmark Education Company, LLC
Word Cards (BLM 4)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Word Cards (BLM 5)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Word Study & VocabularyWord
2: Unit
Study
29:&Suffi
Vocabulary
x -y with2:noUnit
change,
29: Suffi
e-drop,
x -y with
and doubling
no change, e-drop, and doubling
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
ChooseChoose
the Word
the Word
choppy
toasty
zappy
zappy
Word Cards (BLM
Word
5) Cards (BLM 5)
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
©2010 Benchmark Education Company, LLC
jumpy
yappy
choppy
perky
toasty
e-DropDouble Consonant
Double Consonant
5
5
5
5
icy
jumpy
runny
yappy
greasy
perky
e-Drop
waxywaxy
quirky
quirky
thirsty
4
cloudy
icy
uneasy
runny
shiny
greasy
5
5
5
5
dirty
cloudy
uneasy
shiny
No ChangeNo Change
5
5
perky
perky
sweaty
4
SpellingSpelling
PatternsPatterns
velvety
velvety
5
luckylucky
4
Name ___________________________________
Date ____________________________________
Name ___________________________________
Greetings from Alaska
ChooseChoose
the Word
the Word
Directions: Choose
Directions:
the word
Choose
from each
the word
pair that
fromhas
each
nopair
spelling
that has
change
no spelling
when the
change
suffix when
-y is the suffix -y is
added.
added.
Parent Directions:
Parent
Have
Directions:
your child Have
choose
your
thechild
wordchoose
from each
the word
set that
fromhas
each
no set
spelling
that has
change
no spelling change
when -y is added.
when -y is added.
1.
cloudy
1.
cloudy
noisy
noisy
1.
grimy
1.
grimy
bumpy
2.
shiny
2.
shinydirty
dirty
2.
funny
2.
funny
arty
arty
3.
gloomy 3.
gloomy
yappy
yappy
3.
dopey
3.
dopey
greasy
greasy
Date ____________________________________
Spelling Dictation
Review Words
To: radmaddie
Subject: Juneau
bumpy
1.
Dear Maddie,
2.
I am getting used to life here in Alaska. I can’t lie, it’s been a bumpy ride. I
sure do miss the sunny skies of Las Vegas. It seems like it is always cloudy here in
Students will:
Juneau, day and night, night and day.
3.
Well, I guess a place can’t be perfect. There are some nice things about Juneau,
• Identify words with suffix -y
• Create lists of words organized by spelling patterns
• Write and spell words with suffix -y
Directions: AddDirections:
the suffix -yAdd
to the
eachsuffix
base-yword
to each
and base
write word
a sentence
and write
using
a sentence
that word.using that word.
Parent Directions:
Parent
Have
Directions:
your child Have
add -y
your
to child
each add
base-yword
to each
and base
write word
a sentence
and write
using
a sentence using
that word.
that word.
4.
4.
fog
4.
fog
______________________________________________________________________
______________________________________________________________________
5.
dust
5.
dust
6.
edge
7.
flop
8.
perk
6.
5.
flop
perk
______________________________________________________________________
______________________________________________________________________
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Classroom Activity (BLM 7)
Name ___________________________________
Date ____________________________________
Name ___________________________________
Greetings from Alaska
• Spell words with suffix -y
Date ____________________________________
6.
grouch 6.
7.
zip
8.
grime
grouch
8.
Anyway, even though I like it here, I still miss home—and you, of course. I can’t
1.
I also love to see the mountains around the city. They’re so beautiful! We’ve
wait until you come visit next month. Just be sure to bring some warm clothes in
case it’s snowy!
Hugs,
grime
Janelle
______________________________________________________________________
______________________________________________________________________
Reading Passage (BLM 9)
Word Study & VocabularyWord
2: Unit
Study
29:&Suffi
Vocabulary
x -y with2:noUnit
change,
29: Suffi
e-drop,
x -y with
and doubling
no change, e-drop, and doubling
Second Try
(if needed)
2.
already been skiing three times, though Jake can’t go because of his injury. (Did I tell
Correct Spelling
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
7.
7.
7.
8.
8.
8.
9.
9.
9.
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
Date ____________________________________
1.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
First Try
New Words
Vegas is surrounded by desert. (Or maybe it’s just that all the rain here keeps the
dust down, LOL.) We’re all happy we don’t have to dust as often, anyway. ;-)
maybe because they don’t see that many new faces here.
Spelling Peer Check
Well, I guess a place can’t be perfect. There are some nice things about Juneau,
too. For one thing, it isn’t as dusty as Las Vegas. I guess that makes sense, since Las
stop to chat. Everyone seems easy to talk to. The kids at school have been great, too,
zip
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write
your spelling words.
3.
Juneau, day and night, night and day.
Sentence
grouchy. Whenever you walk down the street, people smile and say hello, or even
2.
I am getting used to life here in Alaska. I can’t lie, it’s been a bumpy ride. I
sure do miss the sunny skies of Las Vegas. It seems like it is always cloudy here in
here, which sure is a lot less than the millions of people in Las Vegas! You can really
______________________________________________________________________
______________________________________________________________________
1.
Dear Maddie,
check to make sure underlines
are marked to overprint
(Window: Attributes)
Juneau is also really friendly. Dad says there are about 30,000 people living
______________________________________________________________________
______________________________________________________________________
7.
2.
3.
you he broke his arm playing soccer? Oops!!!)
frost
Name ___________________________________
Subject: Juneau
Materials:
• Quick-Check Assessment
5.
Spelling Dictation
Review Words
To: radmaddie
I also love to see the mountains around the city. They’re so beautiful! We’ve
already been skiing three times, though Jake can’t go because of his injury. (Did I tell
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Word Study & VocabularyWord
2: Unit
Study
29:&Suffi
Vocabulary
x -y with2:noUnit
change,
29: Suffi
e-drop,
x -y with
and doubling
no change, e-drop, and doubling
Students will:
frost
New Words
1.
dust down, LOL.) We’re all happy we don’t have to dust as often, anyway. ;-)
nut
tell the difference, too. Juneau is a lot like a small town, I think. People here aren’t
edge
______________________________________________________________________
______________________________________________________________________
8.
4.
Vegas is surrounded by desert. (Or maybe it’s just that all the rain here keeps the
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7.
nut
too. For one thing, it isn’t as dusty as Las Vegas. I guess that makes sense, since Las
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
3.
you he broke his arm playing soccer? Oops!!!)
Juneau is also really friendly. Dad says there are about 30,000 people living
here, which sure is a lot less than the millions of people in Las Vegas! You can really
Sentence
tell the difference, too. Juneau is a lot like a small town, I think. People here aren’t
grouchy. Whenever you walk down the street, people smile and say hello, or even
stop to chat. Everyone seems easy to talk to. The kids at school have been great, too,
maybe because they don’t see that many new faces here.
Anyway, even though I like it here, I still miss home—and you, of course. I can’t
wait until you come visit next month. Just be sure to bring some warm clothes in
case it’s snowy!
Hugs,
Janelle
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
®
Kit 2_U29_TG.indd 1
B
e
n
c
©2010 Benchmark Education Company, LLC
uneasy
uneasy
5
5
shiny
4
5
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
wordread
in the
each
word
word
bank
in and
the word
then write
bank the
and words
then write
in the words in
the correct column
the of
correct
the chart.
column of the chart.
Word BankWord Bank
dirty
5
toasty
toasty
5
loony
loony
4
floppy
5
jumpy
jumpy
4
sandy
4
Word Cards (BLM 3)
5
nutty
4
5
4
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
soapy
soapy
icy icy
4
edgy
5
thirsty
4
Word Cards (BLM 3)
runny
runny
5
5
noisy
dopey
3
snowy
5
4
4
rainy
3
hasty
hasty
choppy
3
dirty
grimy
grimy
4
misty
cloudy
gloomy
grouchy
4
brainy
3
chilly
Students will:
arty
3
bumpy
Category Cards (BLM 2)
4
injury
3
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
sweaty
4
Word Cards (BLM 3)
Word Study & VocabularyWord
2: Unit
Study
29:&Suffi
Vocabulary
x -y with2:noUnit
change,
29: Suffi
e-drop,
x -y with
and doubling
no change, e-drop, and doubling
4
funny
3
3
shiny
4
sunny
foggy
4
floppy
3
3
It is easy Ittoisflyeasy
a kite
to fly
ona kite on
a breezy day.
a breezy day.
sandy
4
stormy
easy
breeze – breeze
e + y =–breezy
e + y = breezy
4
edgy
3
dusty
Drop final
Drop
e final e
nutty
4
snowy
3
Base words
Base
with
words
silent
with
e silent e
3
Day 5
dirty
DoubleDouble
Consonant
Consonant
into a sunny
intoafternoon.
a sunny afternoon.
dopey
3
3
Materials:
• Anchor Poster
• BLM 1: Anchor Chart
• BLM 2: Category Cards
• BLM 4: Word Cards
• BLM 6: Take-Home Activity
• Teacher Category Cards
• Teacher Word Cards—same as BLM 3
Day 4
rainy
3
sun + n +sun
y =+sunny
n + y = sunny
The mistyThe
daymisty
turned
dayinto
turned into
a rainy day
a rainy
very day
quickly.
very quickly.
The foggyThe
morning
foggy turned
morning turned
• Sort words with suffix -y by base word spelling patterns
Day 3
cloudy
fog + g +fog
y =+foggy
g + y = foggy
h
m
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
6/12/10 7:46:07 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Have ELs work with a partner to review
meanings for this week’s words with -y.
First, explain that almost all of this week’s
words with -y are adjectives, and define
adjectives if needed. Then have partners
work together to create a visual dictionary
of this week’s words.
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, point to the word
stormy on the chalkboard. Show how you
divide the word into two syllables between
the consonant r and the consonant m.
Explain that you now have two syllables.
Reinforce that the second syllable contains
the suffix -y. Read each syllable and then
blend the syllables together: stor/my:
stormy. Continue to support students who
need help with blending throughout the
week, using the example words used in the
lesson.
Review Suffixes -ful, -less, -ly, and -ness
Focus Words: darkness, graceful, smoothly, goodness, colorful, hopeless
Review the focus words with students. Remind them that words with the suffix -ness
are nouns, words with suffix -ly are adverbs, and words with suffix -ful and -less are
adjectives.
Ask students to work with a partner to use each of the words in an oral sentence.
Introduce Suffix -y with No Change, e-Drop,
and Doubling
Model
Review suffixes with students. Say: Suffixes are word parts that are added to the end
of base words. Suffixes generally change the meaning of a base word.
Write the words rainy, breezy, and sunny on the chalkboard and read the words
aloud. Have students repeat the words. Say: These words all have the same suffix
added to the end: -y.
Underline rain, breez, and sun. Say: The base word of rainy is rain. When the -y
is added, the spelling of the base word doesn’t change. The base word of breezy
is breeze. Write breeze under breezy. When -y is added to breeze, or most other
words ending in silent e, the final e is dropped. Now look at sunny. The base word
of sunny is sun. When -y is added to sun, or most other words with one syllable and
a short vowel, the consonant n is doubled.
Explain that adding -y to nouns like sun, rain, and breeze changes the noun to an
adjective.
Guide
Draw a three-column chart on the chalkboard with the headings No Change, e-Drop,
Double Consonant. Have students help you decide which column each of the words
on the chalkboard belongs in and write the words in the correct column of the chart.
Have students copy the chart in their word study notebooks.
Write snowy, easy, and foggy on the chalkboard and read them aloud. Then, using
the words already included in the chart on the chalkboard as a guide, help students
decide in which column each new word belongs in the chart.
©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
Apply
Ask students to work with a partner to identify how the usage and meaning of each
word changed when the suffixes were added.
ISBN: 978-1-4509-0208-3
2 Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
Kit 2_U29_TG.indd 2
©2010 Benchmark Education Company, LLC
6/12/10 7:46:07 PM
Spelling Words with Suffix -y
Assessment Tip
Unit Spelling Words: breezy, misty, greasy, chilly, stormy, choppy, cloudy,
windy
Write the words breezy, misty, greasy, and chilly on the chalkboard and read them
aloud. Point out the base words in each word. Use the anchor poster to review
the spelling rules for words when the suffix -y is added. Have students copy the
spelling rules in their word study notebooks.
Write the remaining spelling words on the chalkboard and read them with
students. Review word meanings as needed. Ask volunteers to use a spelling word
in an oral sentence.
Have students copy the spelling words in their word study notebooks. Have
partners check each other’s spellings. Then ask students to circle the suffix in each
spelling word and identify the spelling change in the base word.
©2010 Benchmark Education Company, LLC Kit 2_U29_TG.indd 3
Note which students have difficulty
determining the spelling changes to
base words. You may want to help these
students create a list of base words and
base words plus -y to use as a reference.
Home/School Connection
Students can take home a list of the
spelling words and practice reading,
writing, and spelling the words with a
family member.
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling 3
6/12/10 7:46:07 PM
Day Two
Common Features Sort
No Change
e-Drop
Double
Consonant
bumpy
chilly
cloudy
dirty
dusty
frosty
misty
rainy
snowy
stormy
windy
breezy
easy
greasy
foggy
sunny
Review Suffix -y with No Change, e-Drop,
and Doubling
Show students the anchor poster and ask volunteers to come up with their own
example sentences for each word shown on the poster.
Common Features Sort
Teacher Word Cards: same as BLM 3
Teacher Category Cards
Place the category cards next to each other in a pocket chart.
Show the word cards for breezy, bumpy, and foggy to students and read the cards
aloud.
Buddy Sort
No Change
e-Drop
Double
Consonant
arty
brainy
dopey
gloomy
grouchy
sandy
sweaty
thirsty
edgy
injury
noisy
shiny
choppy
floppy
funny
nutty
Think aloud: I see the suffix -y is added to each of these words. I know that the
spelling of base words may change when the suffix -y is added. In breezy, the final
e is dropped from breeze when -y is added. In bumpy, there is no change when -y
is added. In foggy, the final consonant -g in fog is doubled.
Place these three word cards under the correct category cards in the pocket chart.
Next, ask students to help you place the remaining cards from BLM 3, and ask them
to explain why each word belongs in its category.
Home/School Connection
Buddy Sort
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.
Give pairs of students the category cards from BLM 2 and the word cards from
BLM 4. Draw students’ attention to the word injury and explain that it is different
from the other -y words they have studied today. Explain that when -y is added to
injure, the base word injure changes from a verb to a noun.
Supporting ELs
Have partners take turns reading a card and telling the category into which it should
be placed.
Because some ELs may not have someone Spelling. Have students use their spelling words to write sentences in their word
at home who speaks English well enough
study notebooks. Invite volunteers to share their sentences with the group. Students
to work with them on BLM 6, make sure
can use the anchor chart on BLM 1 as a reference if needed.
that they understand the directions. Also
pronounce and define each word for them.
4 Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
Kit 2_U29_TG.indd 4
©2010 Benchmark Education Company, LLC
6/12/10 7:46:08 PM
Day Three
No Peeking Sort
No Peeking Sort
Teacher Word Cards: same as BLM 5
Teacher Category Cards
Place the category cards in a pocket chart next to one another. Tell students that
you will read some words aloud and they will sort the words according to base
word spelling changes.
Choose a word card and read it to students. Ask students to tell you in which
category you should place the word card. Explain that they may need to first write
the word in their word study notebooks, determine its base word, and then tell the
base word spelling change.
Repeat with all the cards.
After all the words have been sorted, review the correct answers. Discuss any
words that students found difficult to sort.
Applying Meaning. Give students BLM 7 and have them complete the activity,
choosing the correct word and writing sentences that include words with the -y
suffix.
No Change
e-Drop
Double
Consonant
jumpy
loony
lucky
perky
quirky
soapy
toasty
velvety
waxy
grimy
hasty
icy
uneasy
runny
zappy
zippy
Assessment Tip
Use students’ completed BLM 7 to assess
their understanding of the spelling patterns
for the words. Note whether they need
more practice in applying the different
spellings.
Providing Support
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner and a
dictionary to read and complete it.
Home/School Connection
Give students BLM 8 to complete with a
family member. Explain that they are to do
the same thing they did on BLM 7 in class.
Supporting ELs
Make sure that ELs understand what to do
on BLM 8 and the meanings of the words
since there may not be anyone at home
who speaks English well enough to help
them complete it.
©2010 Benchmark Education Company, LLC Kit 2_U29_TG.indd 5
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling 5
6/12/10 7:46:08 PM
Day Four
Providing Support
Instead of having students read the
passage independently, place students in
small groups of mixed reading abilities
and have them choral-read the passage
straight through. Then have them work as
a team to find examples of words with the
suffix -y.
Name ___________________________________
Date ____________________________________
Greetings from Alaska
Give students copies of the passage on BLM 9. Tell them that they will be going on a
word hunt, looking for examples of words that have the suffix -y.
Read a few lines with students and model finding and underlining words with -y.
Then ask students to complete the word hunt on their own.
After students have completed the word hunt, ask them to sort the words according
to base word spelling change: no change, e-drop, or double consonant. Then have
Dictation
them check theirSpelling
work with
a partner.
Name ___________________________________
Date ____________________________________
Review Words
To: radmaddie
Subject: Juneau
Dear Maddie,
I am getting used to life here in Alaska. I can’t lie, it’s been a bumpy ride. I
make sure underlines
ked to overprint
w: Attributes)
Word Hunt
sure do miss the sunny skies of Las Vegas. It seems like it is always cloudy here in
Juneau, day and night, night and day.
1.
For an
additional challenge, have students go on another word hunt, using classroom
2.
books
or materials. Then have them add these words to their sorts.
3.
Well, I guess a place can’t be perfect. There are some nice things about Juneau,
too. For one thing, it isn’t as dusty as Las Vegas. I guess that makes sense, since Las
Vegas is surrounded by desert. (Or maybe it’s just that all the rain here keeps the
dust down, LOL.) We’re all happy we don’t have to dust as often, anyway. ;-)
I also love to see the mountains around the city. They’re so beautiful! We’ve
already been skiing three times, though Jake can’t go because of his injury. (Did I tell
you he broke his arm playing soccer? Oops!!!)
Juneau is also really friendly. Dad says there are about 30,000 people living
here, which sure is a lot less than the millions of people in Las Vegas! You can really
tell the difference, too. Juneau is a lot like a small town, I think. People here aren’t
grouchy. Whenever you walk down the street, people smile and say hello, or even
stop to chat. Everyone seems easy to talk to. The kids at school have been great, too,
maybe because they don’t see that many new faces here.
Anyway, even though I like it here, I still miss home—and you, of course. I can’t
wait until you come visit next month. Just be sure to bring some warm clothes in
case it’s snowy!
Hugs,
Janelle
Reading Passage (BLM 9)
Answer Key Reading Passage (BLM 9)
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
©2010 Benchmark Education Company, LLC
Home/School Connection
Have students take the reading passage on
BLM 9 home to read to a family member
and point out the words that have the
suffix -y.
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.
New Words
Spelling Dictation
1.
2.
Give3.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
Sentence
their BLMs: clearly, thoughtful, restless.
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: stormy, choppy, windy.
Dictate the following sentence and have students write it on their papers:
The day started out breezy and chilly, but by the afternoon it was warmer
and less cloudy.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
©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 2: Unit 29: Suffix -y with no change, e-drop, and doubling
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©2010 Benchmark Education Company, LLC
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Day Five
Name ___________________________________
Spelling Assessment
Use the following procedure to assess students’ spelling of the unit spelling words:
Answer Questions
Directions: Choose the word in each set whose base word has no change when the suffix -y is
added.
•Say a spelling word and use it in a sentence.
1.
sandy
uneasy
•Have students write the word on their papers.
2.
shiny
soapy
sunny
3.
nutty
injury
bumpy
•Continue with the remaining words on the list.
4.
quirky
breezy
foggy
5.
floppy
grimy
brainy
•When students have finished, collect their papers and analyze their spelling of
the words.
Apply
•Use the assessment to plan small-group or individual practice.
Quick-Check Assessment
Suggestions for Independent Practice
Write Descriptions. Have students pick between six to ten word cards. Ask them
to use the words in a paragraph to describe someone or something. Have students
give their paragraphs to a partner and have partners find the words with -y.
Crazy Descriptions. Have pairs or small groups of students brainstorm a list
of nouns that could be used as a subject of a paragraph—for example: barn,
salesperson, elephant, car, politician, etc. Have them write each idea on a sticky
note or index card. Gather the sticky notes/cards from each group, place them in a
container, and mix them up. Place all the word cards from BLMs 3–5 in a different
container and mix them up. Then ask each group to draw one noun card and ten
word cards. Each group then writes a description of the noun they chose, using as
many of the ten word cards as possible. Ask each group to share its paragraph.
What’s the Base Word? Give sets of word cards to pairs of students. Have the
pairs place the word cards in a stack, facedown. Ask students to take turns drawing
a card, reading it aloud, and identifying the base word and whether there was a
spelling change when -y was added. If students are correct, they get to keep the
card. The winner is the student with the most cards.
Concept Sort. Give small groups of students a set of word cards. Ask them to sort
them into categories of related meanings, such as breezy, cloudy, stormy, windy,
and choppy (words related to weather). Then have the groups guess how the
other groups have sorted their words.
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zippy
Directions: In the space below, list five to ten words you know that have the suffix -y.
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort. Write each word in the
appropriate sort category.
No Change
e-Drop
Double Consonant
perky
dopey
jumpy
edgy
noisy
grouchy
uneasy
funny
runny
floppy
Word Bank
perky, edgy, noisy,
funny, runny,
grouchy, dopey,
jumpy, uneasy,
floppy
Think and Write about Suffix -y with No Change, e-Drop, and
Doubling
Assess students’ mastery of words with the suffix -y using the Quick-Check for
Unit 29.
©2010 Benchmark Education Company, LLC Date _______________________________________
Unit 29 Quick-Check: Suffix -y with
No Change, e-Drop, and Doubling
Directions: In the space below, explain how understanding words with the suffix -y helps you as a
reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
©2010 Benchmark Education Company, LLC
Answer Key Unit 29 Quick-Check
Answer Key BLM 6
No Change
e-Drop
Double
Consonant
dirty
cloudy
jumpy
perky
toasty
icy
uneasy
shiny
greasy
runny
yappy
choppy
Answer Key BLM 7
1. cloudy
2. dirty
3. gloomy
4. foggy
5. dusty
6. edgy
7. floppy
8. perky
Answer Key BLM 8
1. bumpy
2. arty
3. dopey
4. nutty
5. frosty
6. grouchy
7. zippy
8. grimy
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling 7
6/12/10 7:46:09 PM
Name ____________________________________
Date ________________________________________
Unit 29 Quick-Check: Suffix -y with
No Change, e-Drop, and Doubling
Answer Questions
Directions: Choose the word in each set whose base word has no change when the suffix -y is
added.
1. sandy
uneasy
zippy
2. shiny
soapy
sunny
3. nutty
injury
bumpy
4. quirky
breezy
foggy
5. floppy
grimy
brainy
Apply
Directions: In the space below, list five to ten words you know that have the suffix -y.
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort. Write each word in the
appropriate sort category.
No Change
e-Drop
Double Consonant
Word Bank
perky, edgy, noisy,
funny, runny,
grouchy, dopey,
jumpy, uneasy,
floppy
Think and Write about Suffix -y with No Change, e-Drop, and
Doubling
Directions: In the space below, explain how understanding words with the suffix -y helps you as a
reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 2: Unit 29: Suffix -y with no change, e-drop, and doubling
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