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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