Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Kit 2_U20_TG.indd - Benchmark Word Study Resource
Document related concepts
Transcript
2 WordStudy Build Vocabulary Unaccented Initial Syllables a-, de-, be- Lesson Objectives Day 1 Students will: • Read and write words with unaccented initial syllables a-, de-, be- Day 2 be- afraid begun 3 The two classes The twohad classes a de/bate had a on de/bate healthy onfood healthy food choices for choices the cafeteria. for the cafeteria. de- The treasure The was treasure buried was be/neath buried be/neath many layers many layers of rock and of rock dirt. and dirt. Anchor Chart (BLM Anchor 1) Chart (BLM 1) Category Cards Category (BLM 2) Cards (BLM 2) Word Study & VocabularyWord 2: Unit Study 20:&Unaccented Vocabulary initial 2: Unitsyllables 20: Unaccented a-, de-, beinitial syllables a-, de-, be- ©2010 Benchmark Education ©2010Company, Benchmark LLCEducation Company, LLC Anchor Chart (BLM 1) afraid begun 3 Students will: above 3 again 4 behave 3 begin 4 5 • Identify words with unaccented initial syllables a-, de-, be• Identify words that begin with unaccented initial syllables • Create lists of words organized by spelling patterns • Write and spell words with unaccented initial syllables a-, de-, be- 5 depend afraid behave adult afraid be- de- de- develop develop 5 5 5 Take-Home Activity Take-Home (BLM 6)Activity (BLM 6) ©2010 Benchmark Education ©2010Company, Benchmark LLCEducation Company, LLC Word Study & VocabularyWord 2: Unit Study 20:&Unaccented Vocabulary initial 2: Unitsyllables 20: Unaccented a-, de-, beinitial syllables a-, de-, be- ©2010 Benchmark Education ©2010Company, Benchmark LLCEducation Company, LLC Take-Home Activity (BLM 6) Name ___________________________________ Name ___________________________________ Date ____________________________________ Date ____________________________________ ChooseChoose the Word the Word Name ___________________________________ Date ____________________________________ Millions of people visit America’s national parks to experience their natural wonders. Valley (California), the Grand Canyon (Arizona), and Zion (Utah). Visitors marvel at believe 1. believe __________________ __________________ 1. below 1. below __________________ __________________ 2. agreed 2. agreed __________________ __________________ 2. aloud 2. aloud __________________ __________________ 3. defend 3. defend __________________ __________________ 3. away 3. away Review Words Some of the most popular national parks to visit are desert areas, such as Death 1. towering cliffs, rock arches, and other amazing formations as they hike along the 4. debate 4. debate __________________ __________________ 4. betray 4. 2. pathways of each park. Every year, however, hundreds of visitors suffer from heatrelated illnesses and accidents. Sadly, some of them don’t make it out alive. 3. That’s why it’s important to learn about safety in desert areas. Careful planning before __________________ __________________ you begin a desert hike is the best way to stay safe and enjoy the land. Here are a few tips to remember: betray __________________ __________________ New Words • Map out your route in advance and carry a trail map at all times. Let someone Directions: Choose Directions: from the Choose words from in thethe word words bank in to thecomplete word bank thetofollowing completesentences. the following sentences. Materials: • BLM 9: Reading Passage • BLM 10: Spelling Dictation • BLM 11: Spelling Peer Check beneath 5. beneath among along among between along between against develop against • Stay on the trail. Beware of dangerous drop-offs or ledges; they may be slippery or between Lionel was 5. chosen Lionel from was chosen __________________ from __________________ ten students to tenparticipate students to participate 5. in the contest.in the contest. 2. unstable, and you could fall. Word Bank Word Bank develop 1. know which route you will take. Parent Directions: Parent Have Directions: your child Have choose your from child thechoose words from in thethe word words bank in to thecomplete word bank theto complete the following sentences. following sentences. Word Bank Word Bank between defend desire defend Date ____________________________________ Spelling Dictation Parent Directions: Parent Have Directions: your child Have write your a word child that write hasathe word same thatinitial has the unaccented same initial syllable unaccented syllable spelling and sound spelling as the andword sound shown. as the word shown. 1. Name ___________________________________ On the Right Path—Desert Hiking ChooseChoose the Word the Word Directions: Write Directions: a word that Write hasathe word same thatinitial has the unaccented same initial syllable unaccented spelling syllable and sound spelling as the and sound as the word shown. word shown. be- 5 Word Cards (BLM 5) Name ___________________________________ Name ___________________________________ Date ____________________________________ Date ____________________________________ depend among despair along adult along demand behave Unaccented Unaccented Initial Syllables Initial Syllables despair despair 5 Word Study & VocabularyWord 2: Unit Study 20:&Unaccented Vocabulary initial 2: Unitsyllables 20: Unaccented a-, de-, beinitial syllables a-, de-, be- ©2010 Benchmark Education Company, LLC among defeat despair betray develop demand 5 Word Cards (BLM Word 5) Cards (BLM 5) Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- Word Cards (BLM 4) Students will: 5 awhile awhile describe 4 Word Cards (BLM 4) 5 desire desire 5 5 develop believe a- 5 5 awayaway 4 among 3 ©2010 Benchmark Education Company, LLC 5 asleep asleep depend because defeat beneath alive betray alive believe a- demand demand 5 5 because alike beneath 5 beware beware 5 5 4 4 Word Cards (BLM 3) 5 depart aloud 5 around around 4 4 deprive 3 4 along 3 Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- SortingSorting for Words for Words with with Unaccented Unaccented Initial Syllables Initial Syllables a-, de-,a-, be-de-, beParent Directions: Parent Have Directions: your child Have read your each child wordread and each write word it in the andcorrect write itsection in the of correct the web section of the web according to how according the unaccented to how the initial unaccented syllable is initial spelled. syllable is spelled. 5 between between 5 ©2010 Benchmark Education Company, LLC Name ___________________________________ Name ___________________________________ Date ____________________________________ Date ____________________________________ 5 5 amaze amaze beside 4 degree 3 5 5 beneath 4 3 before 5 betray betray affect affect 4 alive defend 3 5 below alike 3 awake because because 5 4 Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- ©2010 Benchmark Education Company, LLC Word Cards (BLM 3) Word BankWord alike Bank defeat 3 5 4 4 3 apply adultadult ahead 3 3 Materials: • BLM 7: Classroom Activity • BLM 8: Take-Home Activity • Teacher Category Cards • Teacher Word Cards—same as BLM 5 about about belong 4 believe • Sort words according to the spelling pattern against of unaccented initial syllables a-, de-, beagreed debate 3 another 4 ago 3 Category Cards (BLM 2) describe 4 Word Cards (BLM 4) Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- ©2010 Benchmark Education ©2010Company, Benchmark LLCEducation Company, LLC 4 among 3 Word Cards (BLM 3) Word Study & VocabularyWord 2: Unit Study 20:&Unaccented Vocabulary initial 2: Unitsyllables 20: Unaccented a-, de-, beinitial syllables a-, de-, be- depend 4 deprive 3 4 aloud 3 begin depart 4 degree 3 4 along 3 before You haveYou to be/lieve have to in be/lieve your abilities in your in abilities order in order to succeed. to succeed. beside 4 defend 3 4 alive 3 awake Words with Words be- with be- beneath 4 defeat 3 4 alike 3 apply de- Linda is going Linda to is going de/scribe to de/scribe her family her vacation family vacation to her class to her tomorrow. class tomorrow. below 4 debate 3 4 ahead 3 agreed belong 4 believe 3 4 ago 3 against another 4 behave 3 Words with Words de- with de- above 3 again The rain beat The rain a/gainst beat the a/gainst window the during windowthe during the storm. storm. Materials: • Anchor Poster • BLM 2: Category Cards • BLM 4: Word Cards • BLM 6: Take-Home Activity • Teacher Category Cards • Teacher Word Cards—same as BLM 3 asleep desire 3. • Don’t hike alone. Having a partner can save your life if you have an accident or asleep need help. • Don’t depend on a buddy or family member to carry water for you. Every person Emma has 5. a Emma strong __________________ has a strong __________________ to be a ballerina to be when a ballerina she grows when up.she grows up. should carry his or her own supply—at least one gallon of drinking water per Sentence person per day. 6. Scientists 6.are Scientists still trying are to __________________ still trying to __________________ a cure for cancer. a cure for cancer. 7. My little brother 7. My wanted little brother to tagwanted __________________ to tag __________________ with me to the with mall. me to the mall. 6. I was already 6. I__________________ was already __________________ when you phoned when last you night. phoned last night. 7. It is the goalkeeper’s 7. It is the job goalkeeper’s to __________________ job to __________________ the net in soccer. the net in soccer. • Hike at sensible times. An early-morning or late-afternoon hike will be cooler (and safer) than hiking beneath a midday sun of 100+ degrees. Winter hikes in the daytime are also a smart choice. • Wear protective clothing. Long pants and sleeves are a good defense against 8. The Earth’s 8. core TheisEarth’s locatedcore far is __________________ located far __________________ many layers of many molten layers rock. of molten rock. 9. My soccer9. team My had soccer to play team_________________ had to play _________________ the hardest team the hardest in the district. team in the district. 8. sunburn and scratches from desert plants. A sun hat is also a must to keep your It was hard 8. for It was me to hard choose for me __________________ to choose __________________ my two favorite mypair twooffavorite shoes pair of shoes head cool. to wear today.to wear today. Desert hikes are a terrific way to see America’s beauty. Follow posted safety rules and use common sense to ensure a great visit. Classroom Activity Classroom (BLM 7)Activity (BLM 7) Day 5 be- I went a/way I went to a/way my grandparents’ to my grandparents’ house forhouse for the summer. the summer. • Sort words by unaccented initial syllables a-, de-, be- Day 4 a- Words with Words a- with a- Students will: Day 3 a- Unaccented Unaccented InitialInitial Syllables Syllables a-, de-,a-,bede-, be- Take-Home Activity Take-Home (BLM 8)Activity (BLM 8) Word Study & VocabularyWord 2: Unit Study 20:&Unaccented Vocabulary initial 2: Unitsyllables 20: Unaccented a-, de-, beinitial syllables a-, de-, be- Students will: Classroom Activity (BLM 7) • Spell words with unaccented initial syllables a-, de-, beName ___________________________________ Materials: • Quick-Check Assessment ©2010 Benchmark Education ©2010Company, Benchmark LLCEducation Company, LLC Date ____________________________________ Name ___________________________________ On the Right Path—Desert Hiking Date ____________________________________ towering cliffs, rock arches, and other amazing formations as they hike along the First Try Second Try (if needed) 2. pathways of each park. Every year, however, hundreds of visitors suffer from heatrelated illnesses and accidents. Sadly, some of them don’t make it out alive. 3. Correct Spelling 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. 6. 6. 6. 7. 7. 7. 8. 8. 8. 9. 9. 9. Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- ©2010 Benchmark Education Company, LLC Reading Passage (BLM 9) Additional Materials: • Word Study Notebooks • Pocket Chart Date ____________________________________ Spelling Peer Check Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your spelling words. 1. Valley (California), the Grand Canyon (Arizona), and Zion (Utah). Visitors marvel at Spelling Dictation (BLM 10) Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- ©2010 Benchmark Education ©2010Company, Benchmark LLCEducation Company, LLC Take-Home Activity (BLM 8) Name ___________________________________ Some of the most popular national parks to visit are desert areas, such as Death check to make sure underlines are marked to overprint (Window: Attributes) Word Study & VocabularyWord 2: Unit Study 20:&Unaccented Vocabulary initial 2: Unitsyllables 20: Unaccented a-, de-, beinitial syllables a-, de-, be- Spelling Dictation Review Words Millions of people visit America’s national parks to experience their natural wonders. Reading Passage (BLM 9) That’s why it’s important to learn about safety in desert areas. Careful planning before you begin a desert hike is the best way to stay safe and enjoy the land. Here are a few tips to remember: New Words • Map out your route in advance and carry a trail map at all times. Let someone 1. know which route you will take. • Stay on the trail. Beware of dangerous drop-offs or ledges; they may be slippery or 2. unstable, and you could fall. 3. • Don’t hike alone. Having a partner can save your life if you have an accident or need help. • Don’t depend on a buddy or family member to carry water for you. Every person should carry his or her own supply—at least one gallon of drinking water per Sentence person per day. • Hike at sensible times. An early-morning or late-afternoon hike will be cooler (and safer) than hiking beneath a midday sun of 100+ degrees. Winter hikes in the daytime are also a smart choice. • Wear protective clothing. Long pants and sleeves are a good defense against sunburn and scratches from desert plants. A sun hat is also a must to keep your head cool. Desert hikes are a terrific way to see America’s beauty. Follow posted safety rules and use common sense to ensure a great visit. Reading Passage (BLM 9) Spelling Dictation (BLM 10) Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- Spelling Peer Check (BLM 11) Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- ©2010 Benchmark Education Company, LLC Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- ©2010 Benchmark Education Company, LLC ©2010 Benchmark Education Company, LLC Spelling Peer Check (BLM 11) Unit Spelling Dictation (BLM 10) 20 ® Kit 2_U20_TG.indd 1 B e n c h m a r k E d u c a t i o n C o m p a n y 6/12/10 6:47:25 PM ©2010 Benchmark Education Company, LLC Day One Supporting ELs Point out to Spanish-speaking English Learners that many Spanish words are similar to words in English, for instance el deseo/desire and defender/defend. Write the Spanish cognates and the English words on the chalkboard. Have students explain the meaning of the Spanish and English words using simple words, drawings, or pantomime. Blending Practice If some students have difficulty reading the words, help them read the words syllable by syllable. For example, point to the word between on the chalkboard. Show how you divide the word into two syllables between the vowel e and the consonant t. Explain that you now have two syllables, the initial syllable pronounced /b / and the final syllable with a long e digraph. Be sure to reinforce that /b / is the unaccented initial syllable. Read each syllable and then blend the syllables together: be/tween: between. Continue to support students who need help with blending throughout the week, using the example words used in the lesson. Review Adding Inflectional Endings to Words Ending in -y Focus Words: obeying, obeyed, obeys, carrying, carried, carries Write the words obey and carry on the chalkboard as you say them aloud. Say: Obey ends with a vowel + y. Carry ends with a consonant + y. Remember that when you add inflected endings to a word that ends with a consonant + y, such as carry, the y changes to an i when inflected endings -ed and -es are added. Ask students to add the inflectional endings to obey and carry. Invite volunteers to share their spellings with the group. Introduce Unaccented Initial Syllables a-, de-, beModel Write the following words on the chalkboard and read them aloud: away, debate, because. Say: In these words, the initial syllable is unaccented, which means it is spoken with less emphasis than the accented syllable. Read aloud the word away. Say: The initial syllable in the word away is the letter a pronounced / /. This syllable is unaccented. It receives less emphasis than the second syllable, way. Underline the initial syllable. Continue in this manner for the words debate and because, noting that because is most often pronounced as /buh-cuz/, and not with a long e. Draw a three-column chart on the chalkboard. Write a-, de-, and be- as column heads. Then sort the three words into the correct columns. Have students copy the chart in their word study notebooks. Guide Write the words another, degree, and believe on the chalkboard and underline the first syllable of each word. Say: What sound does each of these syllables have in common? (They all have the / / sound in the initial syllable.) Guide students in placing the three words in the correct columns of the chart. Apply ©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 Write the words awhile, depend, and between on the chalkboard. Ask partners to sort the words into their charts by each word’s unaccented initial syllable. Invite a volunteer to share how he or she sorted the words, and write his or her response in the correct columns on the chalkboard. ISBN: 978-1-4509-0199-4 2 Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- Kit 2_U20_TG.indd 2 ©2010 Benchmark Education Company, LLC 6/12/10 6:47:26 PM Spelling Words with Unaccented Initial Syllables Unit Spelling Words: along, among, against, desire, develop, defend, beneath, beyond Write the word along on the chalkboard and point out the unaccented initial syllable a- pronounced / /. Say: This word has the unaccented initial syllable a-, pronounced / /. Notice that when you say the word along, the stress is on the final syllable, rather than the initial syllable. Say along with me: a/long. Say each unit spelling word aloud, emphasizing the unaccented initial syllable in each word. Have students repeat the words after you several times. Invite students to revisit the three-column chart they created in the initial activity. Then, have students write the spelling words in the appropriate column of their chart. Ask students to compare their charts with a partner. Then, invite several volunteers to explain which column each spelling word belongs in. Write students’ responses in the chart on the chalkboard. ©2010 Benchmark Education Company, LLC Kit 2_U20_TG.indd 3 Assessment Tip Note which students have difficulty writing the words in the correct column. You may want to work with these students, pointing out the initial syllable in each word. You can also have students keep the anchor chart on BLM 1 next to them so that they can see examples of words with unaccented initial syllables a-, de-, and be-. 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 20: Unaccented initial syllables a-, de-, be- 3 6/12/10 6:47:26 PM Day Two Closed Sort a- de- be- afraid again against agreed apply awake debate defeat defend degree deprive before begin begun behave believe a- de- be- above ago ahead alike alive along aloud among another depart depend describe belong below beneath beside Review Unaccented Initial Syllables a-, de-, beWrite the word because on the chalkboard. Ask students what they notice about the initial syllable of the word. (It is pronounced /b / and is unaccented.) Write the words away and debate on the chalkboard (if they were erased from the previous day). Have students turn to a partner and identify the initial unaccented syllable in each word and use the word in an oral sentence. Buddy Sort Home/School Connection Have students take home BLM 6 to complete with a family member. Students can also take home the word cards and share their sorts with a family member. Supporting ELs Because some ELs may not have someone at home who speaks English well enough to work with them on BLM 6, make sure that they understand the directions. Also pronounce and define each word for them. Closed Sort Teacher Word Cards: same as BLM 3 Teacher Category Cards Place the category cards next to each other in the pocket chart. Hold up the word card afraid. Think aloud: I hear two syllables in this word: a and fraid: a/fraid. I see that the initial syllable of afraid contains the letter a and is pronounced / /. So I will sort it under the category a-, because the initial unaccented syllable is / /. Hold up the word card defeat. Ask students to read the word aloud. Ask students how the initial syllable is spelled. Have students tell you which category the word defeat belongs in. Place the card in the de- category. Say: The initial syllable of this word is de-. It is pronounced /d / and contains the letters d and e. It belongs under the de- category. Ask students to help you place the remaining word cards from BLM 3 in the correct columns. Have students identify the spelling and pronunciation of the initial syllable of each word. Buddy Sort Give pairs of students the three category cards a-, be-, and de- from BLM 2. Have them use the word cards from BLM 4 for this sort. Have partners alternate between reading a word aloud to the other student and telling the category into which category the word should be sorted. Spelling. Ask students to choose two words with a-, two with be-, and two with defrom the spelling words and write sentences in their word study notebooks using the words. 4 Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- Kit 2_U20_TG.indd 4 ©2010 Benchmark Education Company, LLC 6/12/10 6:47:26 PM Day Three Teacher-Directed Sort Teacher-Directed Sort Teacher Word Cards: same as BLM 5 Teacher Category Cards Give each student a teacher word card. Have each student hold up his or her card for the group to see. Have the class read each word aloud and then discuss the meaning of the word. After all the words have been discussed, gather the cards into a stack. Place the category cards next to one another in a pocket chart. Tell students that they will sort the words according to the unaccented initial syllable spellings. Take a card and read it to students. Ask them to tell you into which category you should place the word card. Repeat with all the cards. a- de- be- about adult affect amaze around asleep away awhile demand desire despair develop because betray between beware Assessment Tip After all the words have been sorted, read each list of words and ask students if they are sure the words are sorted in the correct columns. Discuss which words belong in which columns. 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. Applying Meaning. Give students BLM 7 and have them write words with unaccented initial syllables and complete cloze sentences. 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. Read the words aloud with students and have them echo-read. Provide meanings for each word. Have them write the meanings of the words using simple words or pictures. 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. Read the words aloud for students. Help explain the meaning of the words using gestures, simple words, pictures, or objects. ©2010 Benchmark Education Company, LLC Kit 2_U20_TG.indd 5 Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- 5 6/12/10 6:47:26 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 unaccented initial syllables a-, de-, and be-. Name ___________________________________ Date ____________________________________ On the Right Path—Desert Hiking Millions of people visit America’s national parks to experience their natural wonders. Some of the most popular national parks to visit are desert areas, such as Death Valley (California), the Grand Canyon (Arizona), and Zion (Utah). Visitors marvel at towering cliffs, rock arches, and other amazing formations as they hike along the pathways of each park. Every year, however, hundreds of visitors suffer from heat- make sure underlines ked to overprint w: Attributes) related illnesses and accidents. Sadly, some of them don’t make it out alive. That’s why it’s important to learn about safety in desert areas. Careful planning before you begin a desert hike is the best way to stay safe and enjoy the land. Here are a few tips to remember: • Map out your route in advance and carry a trail map at all times. Let someone know which route you will take. • Stay on the trail. Beware of dangerous drop-offs or ledges; they may be slippery or unstable, and you could fall. • Don’t hike alone. Having a partner can save your life if you have an accident or need help. • Don’t depend on a buddy or family member to carry water for you. Every person should carry his or her own supply—at least one gallon of drinking water per person per day. • Hike at sensible times. An early-morning or late-afternoon hike will be cooler (and safer) than hiking beneath a midday sun of 100+ degrees. Winter hikes in the daytime are also a smart choice. • Wear protective clothing. Long pants and sleeves are a good defense against sunburn and scratches from desert plants. A sun hat is also a must to keep your head cool. Desert hikes are a terrific way to see America’s beauty. Follow posted safety rules and Word Hunt 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 unaccented initial syllables a-, be-, and de-. Read a few lines with students and model finding and circling words with the initial unaccented syllables. Then ask students to complete the word hunt on their own. Once students have completed the word hunt, ask them to sort the words they found by the words’ initial unaccented syllables. Students can write these words in a chart Spelling Dictation in their word study notebooks. Name ___________________________________ Date ____________________________________ Review Words Have1. students meet in small groups and read the words they found to the group. 2. For an additional challenge have groups go on another word hunt, looking for words 3. with the unaccented initial syllables a-, be-, and de- in other classroom books or New Words materials. 1. 2. 3. Spelling Dictation Sentence 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: carried, surveys, surveyed. Answer Key Reading Passage (BLM 9) Dictate the following words from this week’s unit, one at a time, having students write them on the BLMs: against, develop, beyond. Home/School Connection Dictate the following sentence and have students write it on their papers: We had no desire to crawl among the weeds beneath our house to get your ball back. use common sense to ensure a great visit. Reading Passage (BLM 9) Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- ©2010 Benchmark Education Company, LLC Spelling Dictation (BLM 10) Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- ©2010 Benchmark Education Company, LLC Have students take the reading passage Write the words and sentence on the chalkboard and have students self-correct their on BLM 9 home to read to a family member and point out the words that have papers. unaccented initial syllables. Supporting ELs Spelling Practice 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. 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 20: Unaccented initial syllables a-, de-, be- Kit 2_U20_TG.indd 6 ©2010 Benchmark Education Company, LLC 6/12/10 6:47:27 PM Day Five Name ___________________________________ Spelling Assessment Date _______________________________________ Unit 20 Quick-Check: Unaccented Initial Syllables a-, de-, be- Use the following procedure to assess students’ spelling of the unit spelling words: •Say a spelling word and use it in a sentence. Answer Questions Directions: Choose the word in each row that has an initial syllable with the same spelling pattern and sound as the target word. 1. around ugly upon afraid 2. below beach begin beaver •Continue with the remaining words on the list. 3. degree defeat divide •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. Directions: Using the words from the word bank, complete the following sort. Write each word in the appropriate sort category. •Have students write the word on their papers. Quick-Check Assessment direct Directions: In the space below, list three to five words you know that have an unaccented initial syllable (a-, de-, be-). ____________ ____________ ____________ ____________ a- de- be- again ago alike describe desire despair belong beside beware ____________ Word Bank again, beside, describe, ago, beware, despair, alike, belong, desire Think and Write about Unaccented Initial Syllables a-, de-, be- Assess students’ mastery of words with the unaccented initial syllables a-, de-, and be- using the Quick-Check for Unit 20. Suggestions for Independent Practice Directions: In the space below, explain how understanding words with unaccented initial syllables a-, de-, and be- helps you as a reader, speller, and writer. _____________________________________________________________________________ Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- ©2010 Benchmark Education Company, LLC Answer Key Unit 20 Quick-Check Answer Key BLM 6 Speed Read. Have pairs of students select up to twenty word cards and read the words to each other. Then have them take turns reading the words as quickly as possible while their partners time their reading with a stopwatch. a-: alike, among, alive, along, adult, afraid be-: because, beneath, betray, believe, behave de-: defeat, depend, despair, develop, demand Write the Words. Have students make up meaningful cloze sentences that use words from the word cards. Students can exchange sentences and complete them. Answer Key BLM 7 Making Families. Give pairs of students word cards from two BLMs. Ask students to deal out seven cards and place the remaining cards facedown in a pile. One student starts by seeing whether he or she can make a family of words (for example, between and beneath). If so, he or she lays the words faceup. If not, the student draws a card. The game continues as students try to make word families from the cards they have in their hands. They can add to existing word families already played. The object is to get rid of the cards in their hands first. Guess My Word. Have pairs of students work as a team against other pairs of students. Have students place the word cards facedown in a pile. One member of a team picks a card without showing it to his or her partner. The student with the card then draws pictures or other clues so his or her partner can guess the word. Pairs have one minute to guess the word. If they guess it correctly, they get a point. Then the next pair repeats the process. ©2010 Benchmark Education Company, LLC Kit 2_U20_TG.indd 7 1. word with unaccented initial syllable be2. word with unaccented initial syllable a3. word with unaccented initial syllable de4. word with unaccented initial syllable de5. among 6. develop 7. along 8. beneath 9. against Answer Key BLM 8 1. word with unaccented initial syllable be2. word with unaccented initial syllable a3. word with unaccented initial syllable a4. word with unaccented initial syllable be5. desire 6. asleep 7. defend 8. between Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- 7 6/12/10 6:47:28 PM Name ____________________________________ Date ________________________________________ Unit 20 Quick-Check: Unaccented Initial Syllables a-, de-, beAnswer Questions Directions: Choose the word in each row that has an initial syllable with the same spelling pattern and sound as the target word. 1. around ugly upon afraid 2. below beach begin beaver 3. degree defeat divide direct Apply Directions: In the space below, list three to five words you know that have an unaccented initial syllable (a-, de-, be-). ____________ ____________ ____________ ____________ ____________ Directions: Using the words from the word bank, complete the following sort. Write each word in the appropriate sort category. a- de- be- Word Bank again, beside, describe, ago, beware, despair, alike, belong, desire Think and Write about Unaccented Initial Syllables a-, de-, beDirections: In the space below, explain how understanding words with unaccented initial syllables a-, de-, and be- helps you as a reader, speller, and writer. _____________________________________________________________________________ Word Study & Vocabulary 2: Unit 20: Unaccented initial syllables a-, de-, be- Kit 2_U20_TG.indd 8 ©2010 Benchmark Education Company, LLC 6/12/10 6:47:28 PM
