Download Review Comparative Suffixes -er, -est, -ier, -iest

Survey
yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Transcript
3
WordStudySpiral
Vocabulary
Comparative Suffixes -er, -est, -ier, -iest
Lesson Objectives
Day 1
Students will:
• Understand the function and meaning of comparative
suffixes and base words
• Differentiate between -er, -ier and -est, -iest
• Read and spell words with comparative suffixes -er, -est,
-ier, and -iest
Day 2
brighter
e-Drop e-Drop
3
Compare
Compare
More More
Than Two
Than
Things
Two Things
Comparative
Comparative
Suffix Suffix
-er, -ier
FunctionFunction
Compare
Compare
Two Things
Two Things
ComparesCompares
two things
two things
-er, -ier
-er
-est
early – y early
+ ier–ory iest
+ ier
= earlier,
or iest =earliest
earlier, earliest
-est
-ier
-ier
clean + erclean
or est
+=
er cleaner,
or est =cleanest
cleaner, cleanest
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
3
3
3
3
3
3
3
Students will:
crazier
4
4
4
fancier
4
5
5
5
1.
Although 2.
WillaAlthough
had solved
Willa
many
had puzzles,
solved many
this one
puzzles,
was the
this____________
one was the ____________
ever.
ever.
3.
“Put on something
3. “Put on
____________
something ____________
than your bluethan
jeans,”
yourDad
bluesaid.
jeans,” Dad said.
4.
trickier
brightest
brighter
The flowers
5. that
TheOlive
flowers
bought
that were
Olive the
bought
____________
were the ____________
of the bunch. of the bunch.
6.
“You are ____________
6. “You are ____________
than I am,” mythan
brother
I am,”
said,
myas
brother
I shined
said,
myasflashlight
I shined my flashlight
7.
After he got
7. offAfter
the he
rollercoaster,
got off thehe
rollercoaster,
was a lot ____________
he was a lot ____________
than when he than
got on.
when he got on.
freshest
fresher
dizzier
8.
dizziest
dizzier
The three3.paintings
The three
are all
paintings
strange,are
butallthe
strange,
one onbut
thethe
leftone
is the
on ____________.
the left is the ____________.
cleanest
cleaner
cleanest
traditional animation was drawn by hand, for both short cartoons and longer
An artist creates a three-dimensional model of a character, and then uses the
she’d ever seen.
she’d ever seen.
(fancier, fanciest)
(fancier, fanciest)
computer program to make the character act out a story. This is usually the
A newer and fancier type is 3-D animation, which is also done on a computer.
models. First, the artist takes a picture of the object. Then, he or she moves the
object the smallest possible distance and takes another picture. The artist does this
Mom said, smiling.
Mom said, smiling.
(happier, happiest)
(happier, happiest)
again and again until the object has moved to where he or she wants it. Then, the
10. biggest
quieter
quieter
9.
draws it on a storyboard. Actors record the voices for each character in a recording
booth. Finally, animators use the storyboard, the drawings of characters and
10. shinier
backgrounds, and the voices of the actors to make the whole cartoon. The whole
process can take a very long time.
12. murkiest 12. murkiest
13. shiniest 13. shiniest
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Word Study & VocabularyWord
3: Unit
Study
6: Comparative
& Vocabularysuffixes
3: Unit -er,
6: Comparative
-est, -ier, -iest
suffixes -er, -est, -ier, -iest
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Classroom Activity (BLM 7)
Date ____________________________________
9.
Name ___________________________________
Date ____________________________________
Have you ever wondered how cartoons are made? These days, cartoons can
First Try
Second Try
(if needed)
2.
Traditional animation is the oldest type; it is also known as 2-D animation. To
make this earliest kind of cartoon, an artist draws a picture of a character. Then,
3.
he or she draws another one and another one, making each picture the tiniest bit
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.
different. Next, the artist takes photographs of each picture with a movie camera.
When the pictures are played back, they look like they are moving. Originally,
traditional animation was drawn by hand, for both short cartoons and longer
New Words
movies. It’s easier and faster today, because many artists use a computer.
1.
A newer and fancier type is 3-D animation, which is also done on a computer.
An artist creates a three-dimensional model of a character, and then uses the
2.
computer program to make the character act out a story. This is usually the
quickest method.
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Stopwatches (Day 2)
Date ____________________________________
Spelling Peer Check
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your
spelling words.
1.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
Name ___________________________________
Review Words
use one of several different types of animation.
Reading Passage (BLM 9)
Word Study & VocabularyWord
3: Unit
Study
6: Comparative
& Vocabularysuffixes
3: Unit -er,
6: Comparative
-est, -ier, -iest
suffixes -er, -est, -ier, -iest
Spelling Dictation
How Cartoons Are Made
Even with computers, it takes a long time to make a cartoon. First, artists
design the characters and backgrounds. Then a writer creates a story and an artist
11. sweetest 11. sweetest
12. healthier 12. healthier
Name ___________________________________
emptiest
10. shinier
11. strongest 11. strongest
• Identify words with comparative suffixes -er, -est, -ier, and
-iest
• Identify words that use more and most for comparison
• Write and spell words with -er, -est, -ier, and -iest
• Use words with comparative suffixes in sentences
emptiest 8.
Sentence
artist plays the pictures back in order, and the object seems to move on-screen.
Parent Directions:
Parent
AskDirections:
your child toAsk
circle
your
thechild
suffixtoincircle
eachthe
of suffix
the words
in each
below.
of the words below.
10. biggest
3.
A third type is stop-motion animation, which uses real objects, like dolls or clay
“The ____________
7. “The ____________
moment in mymoment
life was in
when
my life
we was
decided
whentowe
adopt
decided
you,”to adopt you,”
8.
1.
2.
quickest method.
Each problem
6. Each
on the
problem
test seemed
on thetotest
beseemed
____________
to be ____________
than the last. than the last.
(trickiest, trickier)
(trickiest, trickier)
cleaner
dressier
New Words
movies. It’s easier and faster today, because many artists use a computer.
Samantha5.didSamantha
not want to
didcut
not
thewant
caketobecause
cut the cake
it wasbecause
the ____________
it was the ____________
one
one
stuffed everything
stuffed
in the
everything
closet. in the closet.
dressier 9.
3.
different. Next, the artist takes photographs of each picture with a movie camera.
When the pictures are played back, they look like they are moving. Originally,
5.
7.
2.
he or she draws another one and another one, making each picture the tiniest bit
Our cat Sam
4. was
Our looking
cat Sam____________
was looking ____________
than our cat Waldo.
than our cat Waldo.
dizziest
Date ____________________________________
Spelling Dictation
1.
make this earliest kind of cartoon, an artist draws a picture of a character. Then,
4.
6.
Name ___________________________________
Review Words
Traditional animation is the oldest type; it is also known as 2-D animation. To
That was 2.
the ____________
That was the ____________
roll I’ve ever eaten!
roll I’ve ever eaten!
3.
braver
Directions: Circle
Directions:
the suffix in
Circle
eachthe
of suffix
the words
in each
below.
of the words below.
Date ____________________________________
How Cartoons Are Made
(thinner, thinnest)
(thinner, thinnest)
Marsha’s 8.
roomMarsha’s
looked ____________
room looked ____________
than her sister’s,
than
buther
only
sister’s,
because
but she’d
only because she’d
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Have you ever wondered how cartoons are made? These days, cartoons can
(earliest, earlier)
(earliest, earlier)
2.
freshest
toward the woodshed.
toward the woodshed.
bravest braver
bravest
__________________________________________________________________________
__________________________________________________________________________
use one of several different types of animation.
(stranger, strangest)
(stranger, strangest)
brightest
5.
fresher
__________________________________________________________________________
__________________________________________________________________________
Name ___________________________________
(chewier, chewiest)
(chewier, chewiest)
dressiest
The sun seems
4. The
to sun
be ____________
seems to be ____________
today than it was
today
yesterday.
than it was yesterday.
brighter
-iest
Word Study & VocabularyWord
3: Unit
Study
6: Comparative
& Vocabularysuffixes
3: Unit -er,
6: Comparative
-est, -ier, -iest
suffixes -er, -est, -ier, -iest
Arriving at1.the Arriving
party around
at the 5party
p.m.,around
I thought
5 p.m.,
I would
I thought
be theI would
first guest,
be the
butfirst
Marta
guest, but Marta
arrived ____________
arrived ____________
than I did.
than I did.
2.
trickier
trickiest
-iest
ChooseChoose
the Word
the Word
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your sentence
child readand
each
choose
sentence
the and
correct
choose
word.the correct word.
emptiest
dressiest
dressier
-ier
Take-Home Activity (BLM 6)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
ChooseChoose
the Word
the Word
trickiest
-ier
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Word Cards (BLM 5)
The Youngs’
1. trash
The can
Youngs’
was trash
the ____________
can was the ____________
on the street, since
on thethey
street,
were
since
out they
of town.
were out of town.
dressier
-est
__________________________________________________________________________
__________________________________________________________________________
5
1.
emptiest
emptier
-est
__________________________________________________________________________
__________________________________________________________________________
5
sweetest
sweetest
Directions: Read
Directions:
each sentence
Readand
each
choose
sentence
the and
correct
choose
word.the correct word.
emptier
-er
5
5
Word Study & VocabularyWord
3: Unit
Study
6: Comparative
& Vocabularysuffixes
3: Unit -er,
6: Comparative
-est, -ier, -iest
suffixes -er, -est, -ier, -iest
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Students will:
check to make sure underlines
are marked to overprint
(Window: Attributes)
5
Word Cards (BLM
Word
5) Cards (BLM 5)
©2010 Benchmark Education Company, LLC
Word Cards (BLM 4)
9.
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
5
sweeter
sweeter
5
hippest
hippest
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— -er, -est, -ier, -iest
• Teacher Word Cards—quieter, quietest
5
5
5
thinnest
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
©2010 Benchmark Education Company, LLC
chewier
strongest strongest
fancier
fancier
crummier crummier
fanciest
stronger stronger
crummiest crummiest
sweetest sweetest
-er
5
shinier
shinier
5
5
4
4
5
hipper
hipper
thinner
fanciest
Word BankWord Bank
strangest strangest
sweeter sweeter
chewier
chewiest chewiest
stranger stranger
fanciest
5
healthiest
healthiest shiniest
shiniest
strongest
4
• Sort words with comparative suffixes -er, -est, -ier, and -iest
• Use knowledge of meanings and spelling patterns of -er,
-est, -ier, and -iest to complete sentences
5
SortingSorting
for Comparative
for Comparative
SuffixesSuffixes
-er, -est,-er,
-ier,
-est,
-iest
-ier, -iest
quietest
quietest
5
healthier
healthier
stronger
4
Word Cards (BLM 3)
5
©2010 Benchmark Education Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
5
4
Word Cards (BLM 4)
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
©2010 Benchmark Education Company, LLC
Parent Directions:
Parent
Have
Directions:
your child Have
write each
your child
word write
from each
the word
wordbank
frominthe
theword
correct
bank
column.
in the correct column.
After writing all the
After
words
writing
on all
thethe
chart,
words
askon
your
thechild
chart,toask
pickyour
onechild
wordtofrom
pick each
one word
column
from
and
each
write
column
a
and write a
sentence on thesentence
lines below.
on the lines below.
quieter
quieter
5
thinnest
4
Word Cards (BLM 3)
5
5
closest
closest
4
craziest
5
5
kindest
4
5
closer
closer
4
chewiest
5
5
kinder
4
3
5
4
chewier
trickiest
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
crummier
crummier murkier
murkier
crummiest
crummiest murkiest
murkiest
4
4
3
3
happier
4
3
Category Cards (BLM 2)
4
fanciest
3
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
happiest
calmer
calmest
trickier
dressiest
trickiest
Word Cards (BLM 3)
Word Study & VocabularyWord
3: Unit
Study
6: Comparative
& Vocabularysuffixes
3: Unit -er,
6: Comparative
-est, -ier, -iest
suffixes -er, -est, -ier, -iest
thinner
4
6
3
3
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Anchor Chart (BLM 1)
3
3
Category Cards (BLM
Category
2) Cards (BLM 2)
Word Study & VocabularyWord
3: Unit
Study
6: Comparative
& Vocabularysuffixes
3: Unit -er,
6: Comparative
-est, -ier, -iest
suffixes -er, -est, -ier, -iest
4
fancier
3
3
strongest
4
trickier
3
4
craziest
3
dressiest
Materials:
brighter
emptier
• Anchor Poster
brightest
emptiest
• BLM 2: Category Cards
• BLMs 3–4: Word Cards
cleaner
fresher
• BLM 6: Take-Home Activity
cleanest
freshest
• Teacher Category Cards—No Change, Change y to i, e-Drop,
dirtiest
stranger
Compare Two Things, Compare More Than Two Things
dirty
strangest
• Teacher Word Cards—dressier, cleanest, stranger, strangest
dressier
strangest
dressier
-iest
stronger
4
Unit
-iest
4
crazier
3
3
kindest
4
stranger
dirty
strange –strange
e + er or
– eest
+=
er stranger,
or est = stranger,
strangest strangest
4
chewiest
3
3
kinder
4
freshest
dirtiest
4
chewier
3
3
4
happiest
4
fresher
cleanest
-er
happier
4
calmest
3
cleaner
ComparesCompares
more than
more than
two things
two things
-est, -iest -est, -iest
calmer
3
emptiest
3
Adding Comparative
Adding Comparative
Suffixes Suffixes
3
emptier
3
Base words
Base
arewords
the main
are the
partmain
of a part
wordoftoa which
word to which
comparative
comparative
suffixes are
suffixes
added.
are added.
• Sort words by comparative suffixes
• Sort words by comparative function
• Use and define words with comparative suffixes -er, -est,
-ier, and -iest
Day 4
ChangeChange
y to i y to i
brightest
Comparative
Comparative
suffixes are
suffixes
a group
are of
a group
lettersof
added
letters
to added
the
to the
end of a end
wordoftoa compare
word to compare
two or more
two things.
or more things.
Students will:
Day 3
No Change
No Change
Comparative
Comparative
Suffixes
Suffixes
-er, -est,
-er,-ier,
-est,-iest
-ier, -iest
3.
A third type is stop-motion animation, which uses real objects, like dolls or clay
models. First, the artist takes a picture of the object. Then, he or she moves the
object the smallest possible distance and takes another picture. The artist does this
Sentence
again and again until the object has moved to where he or she wants it. Then, the
artist plays the pictures back in order, and the object seems to move on-screen.
Day 5
Even with computers, it takes a long time to make a cartoon. First, artists
design the characters and backgrounds. Then a writer creates a story and an artist
Students will:
draws it on a storyboard. Actors record the voices for each character in a recording
booth. Finally, animators use the storyboard, the drawings of characters and
backgrounds, and the voices of the actors to make the whole cartoon. The whole
• Spell words using -er, -est, -ier, and -iest
process can take a very long time.
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
Kit 3_Unit 6_TG.indd 1
B
e
n
c
h
m
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
Materials:
• Quick-Check Assessment
®
Spelling Peer Check (BLM 11)
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 9:08:24 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Have English Learners partner with fluent
English speakers to practice using words
with comparative suffixes in sentences. The
fluent English speaker can begin by saying
a sentence such as, My hair is longer
than yours, but Alessandra’s hair is the
longest in the class. Then the EL repeats
the sentence and creates one of his or
her own, using antonyms if it helps—for
example, Tom’s hair is shorter than
mine, but David’s hair is the shortest in
the class.
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, write the word
happier on the chalkboard. Remind them
that the y has been replaced by a short i.
Show how you divide the word into three
syllables: hap/pi/er. Point out the closed
syllable with the short vowel sound (hap)
and the open syllable with the long vowel
sound (pi), as well as the -er ending.
Explain that the suffix is -ier, but it makes
two syllables. Read each syllable and then
blend the syllables together: hap/pi/er:
happier. Continue to support students
who need help with blending throughout
the week, using the example words used in
the lesson.
Review Suffixes -y, -ly, -ily
Focus Words: weakly, silvery, skinny, readily
Review the definitions of suffixes and base words and of adjectives and adverbs
as well.
Write weakly on the chalkboard. Ask a student to identify the suffix and the base
word. Then ask the student to name the part of speech and use the word in a
sentence.
Repeat with the words silvery, skinny, and readily.
Introduce Comparative Suffixes -er, -est,
-ier, -iest
Model
Introduce comparative suffixes. Write kinder and kindest on the chalkboard and
underline the suffixes. Say: Comparative suffixes are used to help us compare two
or more things. Leo was kinder than his brother Devon. Leo was the kindest of
all three brothers. The word kind is the base word and the comparative suffix is
-er. The suffix -er is used to compare two things. Point to the word kindest. Here the
word kind is the base word again, but the comparative suffix is -est. This suffix is
used to compare three or more things.
Guide
Write chewier and chewiest on the chalkboard. Ask students what they notice about
these two words. Say: What are the base words here? What are the suffixes? Write
the base word chewy on the chalkboard and circle the y at the end of the word.
Explain that the comparative suffixes -ier and -iest are used with words ending in y
because the y is changed to i.
Repeat this activity with the words strange, stranger, and strangest. Guide students
to see that when adding comparative suffixes to words ending with e, we drop the e
and add -er or -est.
Apply
Have students work in small groups to brainstorm words that contain comparative
suffixes. Have the groups write sentences using both the comparative and the
superlative forms.
©2010 Benchmark Education Company, LLC. All rights reserved.
Teachers may photocopy the reproducible pages for classroom use.
No other part of the guide may be reproduced or transmitted in whole or
in part in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage or retrieval system,
without permission in writing from the publisher.
Printed in Guangzhou, China.
XXXX-XXXX-XXXX
ISBN: 978-1-4509-0281-6
2 Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
Kit 3_Unit 6_TG.indd 2
©2010 Benchmark Education Company, LLC
6/10/10 9:08:24 PM
Spelling Words with Comparative Suffixes
Unit Spelling Words: stranger, dirtier, emptier, trickiest, dressiest, cleaner,
sweetest, freshest
On the chalkboard, write the following words in a column: strange, dirty, empty,
tricky, dressy. Explain that when we add comparative suffixes to words, the base
word spellings sometimes change. Next to each base word, write the spelling word
that contains the comparative suffix. Say: We need to drop the e on the base word
strange before we add -er or -est. We need to drop the y in the base words dirty,
empty, tricky, and dressy before we add -ier or -iest.
Write clean and sweet on the chalkboard. Explain that when there are two vowels
preceding a consonant, we don’t change the spelling before adding -er or -est.
Write the spelling words containing the suffixes next to their base word on the
chalkboard.
Write the word fresh on the chalkboard. Tell students that when there are two
consonants at the end of the word, we don’t change the spelling before adding
comparative suffixes.
Ask students to orally provide the other form of each spelling word, for example:
strange, stranger, strangest, dressy, dressier, dressiest. Review with students
when we use the -er ending and when we use the -est ending.
Ask students to list the spelling words in their word study notebooks. Have
partners swap notebooks to check each other’s spelling.
Assessment Tip
Notice which students are having difficulty
remembering the spelling changes for this
week’s base words. Have these students
create charts like the one below to help
them remember the rules.
Base Word
Change
Suffix
ends with e
(strange)
drop e
add -er or
-est
(stranger,
strangest)
ends with y
(empty)
drop y
add -ier or
-iest
(emptier,
emptiest)
ends with two
consonants or is
a closed syllable
with a vowel
digraph (clean,
strong)
none
add -er or
-est
(cleaner,
cleanest,
stronger,
strongest)
Supporting ELs
Remember that English Learners may
not be familiar with comparative suffixes
because they do not exist in their native
languages. Explain that, as in other
languages such as Spanish, we sometimes
use English words like more and most to
compare two things. Tell them that other
times, we use comparative suffixes.
Home/School Connection
Students can take home a list of the unit
spelling words and practice reading,
writing, and spelling the words with a
family member.
©2010 Benchmark Education Company, LLC Kit 3_Unit 6_TG.indd 3
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest 3
6/10/10 9:08:25 PM
Day Two
No Change
Change y
to i
e-Drop
Review Comparative Suffixes -er, -est,
-ier, -iest
brighter
brightest
cleaner
cleanest
fresher
freshest
dressier
dressiest
emptier
emptiest
trickier
trickiest
stranger
strangest
Write the words happy, happier, and happiest on the chalkboard. Have volunteers
use each word in a sentence. Have them refer to the anchor poster as needed.
Pattern Sort
Speed Sort
Compare Two
Things
Compare More
Than Two Things
calmer
chewier
crazier
fancier
happier
kinder
stronger
thinner
calmest
chewiest
craziest
fanciest
happiest
kindest
strongest
thinnest
Providing Support
Then list the following base words on the chalkboard: strong, fancy, and chewy.
Have partners work together to add comparative suffixes to the words and use them
in oral sentences.
Spelling Pattern Sort
Teacher Word Cards: dressier, cleanest, stranger
Teacher Category Cards: No Change, Change y to i, e-Drop
Explain that today students are going to sort words into categories according to the
spelling changes of the base word when the suffix is added.
Hold up the word card dressier and model how to sort it.
Think aloud: Dressier has the suffix -ier. Dressy is the root word. So to make
dressier, I need to drop the y and add -ier. I use -ier to compare two things. My
outfit is dressier than your outfit. I’ll place this card in the category Change y to i.
Some students may have difficulty
remembering the spelling changes. Refer
them to the anchor poster for support
or have them create their own reference
cards.
Ask students to help you sort the remaining word cards, and ask them to explain how
they sorted the cards.
Home/School Connection
Spelling. Have students copy the three categories in their word study notebooks and
then write their unit spelling words in the appropriate categories.
Have students take home BLM 6 to
complete with a family member. Students
can also take home the word cards and
share their sorts with a family member.
Supporting ELs
Because some ELs may not have someone
at home who speaks English well enough
to work with them on BLM 6, make
sure that they understand what they are
supposed to do on the BLM.
Buddy Sort. Give pairs of students the spelling change category cards and the word
cards from BLM 3. Ask pairs to work together to sort the words into the appropriate
categories.
Speed Sort
Teacher Word Cards: stranger, strangest
Teacher Category Cards: Compare Two Things, Compare More Than Two Things
Demonstrate how to sort comparative suffixes according to the number of things
being compared. Place the category cards Compare Two Things and Compare
More Than Two Things in the pocket chart. Then demonstrate sorting stranger and
strangest.
Give each student a set of the word cards from BLM 4 and a stopwatch. Have
students sort the cards into the categories as quickly as they can with accuracy.
Have partners check each other’s work. Then have them use four of the words in
sentences.
4 Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
Kit 3_Unit 6_TG.indd 4
©2010 Benchmark Education Company, LLC
6/10/10 9:08:25 PM
Day Three
Pattern Sort
Pattern Sort
Teacher Word Cards: quieter, quietest
Teacher Category Cards: -er, -ier, -est, -iest
Place the category cards for suffixes -er, -ier, -est, and -iest in the pocket chart.
Then review the usage of the suffixes, differentiating between comparisons of two
things and comparisons of more than two things.
Model sorting the word cards for students. Say: When I say the word quieter, I
hear the suffix -er at the end of the word. I do not hear -est, -ier, or -iest. I will
place the word quieter in the category -er.
Repeat the modeling using quietest.
Give students the category cards for the suffixes and the word cards from BLM 5.
Ask them to sort the words according to their suffixes.
Applying Meaning. Give students BLM 7 and ask them to choose the correct word
according to its meaning or form of comparison.
Explain to students that not all base words take the comparative suffixes -er, -ier,
-est, and -iest. Tell students that these suffixes are generally used with words that
have two syllables or less.
Provide examples of words that are compared with more and most. Say: That
soup was more delicious than the sandwich. In fact, that soup was the most
delicious thing on the menu.
Then provide an example of a base word that uses a comparative suffix. Say: That
soup was tastier than the sandwich. In fact, that soup was the tastiest thing on
the menu.
Have students work in pairs to construct other sentences using both more and
most.
Kit 3_Unit 6_TG.indd 5
-ier
-est
-iest
hipper
quieter
sweeter
closer
crummier
healthier
murkier
shinier
hippest
quietest
sweetest
closest
crummiest
healthiest
murkiest
shiniest
Assessment Tip
Note which students have difficulty
determining which suffix to use for
comparisons of two things and which to
use for comparisons of more than two
things. Have students create example
sentences to use as reference. For
example, Our dog is stronger than the
Eisners’ dog, but the Shipleys’ dog is the
strongest on the whole block.
Providing Support
Oddballs
©2010 Benchmark Education Company, LLC -er
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.
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest 5
6/10/10 9:08:26 PM
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 comparative suffixes
-er, -ier, -est, and -iest.
Name ___________________________________
Date ____________________________________
How Cartoons Are Made
Have you ever wondered how cartoons are made? These days, cartoons can
use one of several different types of animation.
Traditional animation is the oldest type; it is also known as 2-D animation. To
make this earliest kind of cartoon, an artist draws a picture of a character. Then,
e sure underlines
o overprint
ributes)
he or she draws another one and another one, making each picture the tiniest bit
different. Next, the artist takes photographs of each picture with a movie camera.
When the pictures are played back, they look like they are moving. Originally,
traditional animation was drawn by hand, for both short cartoons and longer
movies. It’s easier and faster today, because many artists use a computer.
A newer and fancier type is 3-D animation, which is also done on a computer.
An artist creates a three-dimensional model of a character, and then uses the
computer program to make the character act out a story. This is usually the
quickest method.
A third type is stop-motion animation, which uses real objects, like dolls or clay
Word Hunt
Explain that during today’s word hunt, students will be finding words with -er, -ier,
-est, and -iest suffixes. Give each student a copy of the passage on BLM 9.
Have students read the passage through once before looking for the words. Then
have them reread the passage and underline the words they find that contain -er,
-ier, -est, and -iest suffixes. Remind students that they are looking for comparative
suffixes and should ignore any -er words that mean “a person who,” such as baker,
dancer, or worker.
Name ___________________________________
Date ____________________________________
Spelling Dictation
After students
Review Wordshave completed the search, have volunteers share and define the
words1.they found.
2.
Next have
students create two lists in their word study notebooks: one that includes
3.
words that show comparisons of two things and one that includes words that
show comparisons
of more than two things. Have students place the words they
New Words
1.
underlined
into the correct list.
2.
After students
have completed their lists, have them write four sentences, using one
3.
word with each suffix.
models. First, the artist takes a picture of the object. Then, he or she moves the
object the smallest possible distance and takes another picture. The artist does this
Sentence
again and again until the object has moved to where he or she wants it. Then, the
artist plays the pictures back in order, and the object seems to move on-screen.
Even with computers, it takes a long time to make a cartoon. First, artists
design the characters and backgrounds. Then a writer creates a story and an artist
draws it on a storyboard. Actors record the voices for each character in a recording
booth. Finally, animators use the storyboard, the drawings of characters and
backgrounds, and the voices of the actors to make the whole cartoon. The whole
process can take a very long time.
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
©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 comparative
suffixes -er, -ier, -est, and -iest.
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.
Spelling Dictation
Give students Spelling Dictation (BLM 10). Dictate the following words from last
week’s spelling words to students, one at a time, and have students write them on
their BLMs: swampy, greedily, fluently.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
©2010 Benchmark Education Company, LLC
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: stranger, dressiest, emptier.
Dictate the following sentence and have students write it on their papers:
Our flower garden smells the freshest and the sweetest in the neighborhood.
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 6: Comparative suffixes -er, -est, -ier, -iest
Kit 3_Unit 6_TG.indd 6
©2010 Benchmark Education Company, LLC
6/10/10 9:08:26 PM
Day Five
Name ___________________________________
Spelling Assessment
Date _______________________________________
Unit 6 Quick-Check:
Comparative Suffixes -er, -est, -ier, -iest
Use the following procedure to assess students’ spelling of the unit spelling words:
Answer Questions
Directions: Choose the correct word from the word bank to complete each sentence.
•Say a spelling word and use it in a sentence.
Word Bank
•Have students write the word on their papers.
1.
shiniest
Crows always search
for the __________________
objects to take to their nests.
2.
healthier
Nutritionists say that fish is __________________
than steak.
3.
Onota was __________________
murkier
The water in Lake
than the water in Lake Saslo.
•When students have finished, collect their papers and analyze their spelling of
the words.
4.
to have the __________________
hippest
Sarah always had
clothes in the class.
•Use the assessment to plan small-group or individual practice.
____________
healthier
•Continue with the remaining words on the list.
murkier
Apply
Directions: In the space below, list three to five words you know that include comparative suffixes -er, -ier,
-est, and -iest.
____________
____________
____________
____________
-er
-est
-ier
-iest
hipper
sweeter
hippest
sweetest
murkier
shinier
crummiest
murkiest
Word Bank
crummiest,
murkier, murkiest,
hipper, hippest,
sweeter, sweetest,
shinier
Think and Write about Comparative Suffixes -er, -ier, -est, -iest
Assess students’ mastery of comparative suffixes -er, -ier, -est, and -iest using the
Quick-Check for Unit 6.
Suggestions for Independent Practice
Funny Fill-Ins. Have pairs of students each write a short cloze paragraph story
that is missing some words with comparative suffixes. Then, without allowing their
partners to look at the paragraph, have students ask their partners to name nouns
and words with comparative suffixes to complete the story. Then partners read the
stories to each other.
Fishing for Suffixes. Provide a set of word cards from any of this week’s BLMs to
pairs of students. Have one student deal four cards to each player, leaving eight
cards in a center pile. Then the pairs play “Go Fish,” pairing cards with the same
base word, such as braver and bravest. The object is to make the most pairs.
Word Explorers. Give students magazines or newspapers that can be cut up.
Have them search for words that include this week’s suffixes and then circle or cut
out the words. Afterwards, they can sort the words by suffix.
Make Words. Give groups a set of letter cards and the spelling words from
BLM 3. Have students spell each spelling word using the letter cards. Students
alternate reading a word card while the other students spell the word.
What’s My Word? Give small groups of students a stack of word cards. One
student picks a card and describes the word to students by listing one syllable,
naming a word that rhymes with it, or other spelling or phonics-based description.
Then other students guess the word and tell its meaning. The first student with the
correct word gets to draw the next card.
Kit 3_Unit 6_TG.indd 7
shiniest
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Quick-Check Assessment
©2010 Benchmark Education Company, LLC hippest
Directions: In the space below, explain how understanding comparative suffixes -er, -ier, -est, and -iest
helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
©2010 Benchmark Education Company, LLC
Answer Key Unit 6 Quick-Check
Answer Key BLM 6
-er
-est
-ier
-iest
stronger strongest fancier
fanciest
stranger strangest chewier
chewiest
sweeter sweetest crummier crummiest
Answer Key BLM 7
1. emptiest
2. trickiest
3. dressier
4. brighter
5. freshest
6. braver
7. dizzier
8. cleaner
9. dressier
10. biggest
11. strongest
12. healthier
13. shiniest
Answer Key BLM 8
1. earlier
2. chewiest
3. strangest
4. thinner
5. fanciest
6. trickier
7. happiest
8. emptiest
9. quieter
10. shinier
11. sweetest
12. murkiest
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest 7
6/10/10 9:08:27 PM
Name ____________________________________
Date ________________________________________
Unit 6 Quick-Check:
Comparative Suffixes -er, -est, -ier, -iest
Answer Questions
Directions: Choose the correct word from the word bank to complete each sentence.
Word Bank
healthier
hippest
shiniest
murkier
1. Crows always search for the __________________ objects to take to their nests.
2. Nutritionists say that fish is __________________ than steak.
3. The water in Lake Onota was __________________ than the water in Lake Saslo.
4. Sarah always had to have the __________________ clothes in the class.
Apply
Directions: In the space below, list three to five words you know that include comparative suffixes -er, -ier,
-est, and -iest.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
-er
-est
-ier
-iest
Word Bank
crummiest,
murkier, murkiest,
hipper, hippest,
sweeter, sweetest,
shinier
Think and Write about Comparative Suffixes -er, -ier, -est, -iest
Directions: In the space below, explain how understanding comparative suffixes -er, -ier, -est, and -iest
helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 6: Comparative suffixes -er, -est, -ier, -iest
Kit 3_Unit 6_TG.indd 8
©2010 Benchmark Education Company, LLC
6/10/10 9:08:27 PM