Upload
trinhque
View
219
Download
0
Embed Size (px)
Citation preview
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
&3SpiralWordStudy
Vocabulary
® ® 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
Overview
AssessmentHandbook
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
WordStudyVocabulary Skill Bags
Everything you need to teach ONE SKILL is at your fingertips in EACH bag!128 ready-to-use Skill Bags make it easy to assess needs, target skills, and build success.
• Effective: build word study and phonics skills to improve spelling, reading, and vocabulary
• Flexible: can be used sequentially or to target instruction
• Time-saving: step-by-step instruction saves prep time
Ideal for Grades 3–8+
Classroom Use or Tiered
Intervention
Beginning Syllables and Affixes
32 Skill BagS
1Start
Advanced Syllables and Affixes
32 Skill BagS
2Build
32 Skill BagSBeginning Derivational
Constancy
3Spiral
32 Skill BagSAdvanced Derivational
Constancy
4Extend
2 WordStudyVOCABULARY Spiral 3
Benchmark Education Company 629 Fifth Avenue • Pelham, NY • 10803
©2010 Benchmark Education Company, LLC. All rights reserved. No part of this publication, with the exception of the Assessment Forms and Blackline Masters, may be reproduced or transmitted 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 the U.S.
ISBN: 978-1-4509-4510-3
For ordering information call Toll-Free 1-877-236-2465 or visit our Web site at www.benchmarkeducation.com.
©2010 Benchmark Education Company, LLC 3
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Components at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Getting Started Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Using the Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Managing Instruction in the Phonics/Word Study block . . . 17
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Word Study & Vocabulary Assessment Tools
Using Assessment Results to Inform Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Storing and Managing Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Initial Screening and Placement Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Pre- and Post-Assessments for Feature Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Unit Quick-Check Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Appendix
Parent Letters (English and Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover
Table of Contents
WordStudyVOCABULARY Spiral 3
4 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Welcome to Benchmark Education’s Word Study & Vocabulary Skill BagsThank you for selecting Word Study & Vocabulary Skill Bags from Benchmark Education Company . There are four developmentally sequenced word study and vocabulary kits . The levels range from the beginning syllables and affixes stage to advanced derivational constancy stages of the developmental spelling continuum . Each skill bag kit provides all the lesson resources and tools needed for small-group instruction, guided practice, and independent practice opportunities in a classroom or intervention setting . Teachers and students alike will find the lessons and materials engaging, hands-on, and motivating .
Why Teach Word Study and Vocabulary Explicitly?A good reader is like a builder who is able to reach into a box of familiar tools and pull out the right one at the right moment . Like tools, each reading skill or strategy has an important use in the complex cognitive process of decoding and comprehending text .
The demands of complex text and vocabulary pose challenges for students . A student who is advancing as a reader must be able to categorize, integrate, compare, and analyze graphophonic information . Without this decoding process, the student cannot move quickly to reading for meaning . Engaging students in word study gives them strategies for analyzing multisyllabic words and a deeper understanding of prefixes, suffixes, and root words . Explicit instruction in word-solving strategies helps students read and spell quickly and accurately . It also encourages comprehension .
What Are the Goals of Word Study & Vocabulary Skill Bags?To shape the development of phonics, spelling, and vocabulary knowledge, Word Study & Vocabulary Skill Bags provide students at different stages of literacy growth with varied experiences that promote automatic and flexible control of advanced decoding and word analysis strategies . The systematic lessons will:
• Build a foundation for successful word study instruction
• Explicitly teach new and challenging word study elements
• Foster word play to support vocabulary development
• Support and motivate all learners
• Help all students achieve their full potential
Word Study & Vocabulary Skill Bags are designed for use in comprehensive literacy and reading/writing workshop classrooms . They provide a research-based, explicit, and systematic approach to teaching the phonics, spelling, and vocabulary skills students need when reading advanced and challenging texts .
“Although children’s word knowledge is enhanced by their reading and writing experiences, teacher-guided instruction and practice facilitate students’ detection of patterns in words and help them internalize their understandings .”
—Kathy Ganske
Introduction
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 5
What Is the Research Behind Word Study & Vocabulary Skill Bags?Benchmark Education’s Phonics Skill Bags and Word Study & Vocabulary Skill Bags support the various stages of phonics and spelling development . The continuum of development (Ganske, Bear, et al .) provides the instructional scope and sequence for the Phonics Skills Bags and for the Word Study & Vocabulary Skill Bags for Grades K–6 .
Stage of Development
CharacteristicsBenchmark Education Phonics Skill Bags and Word Study & Vocabulary Skill Bags
Preliterate/Emergent
Scribbles
Letter-like symbols
Random letters
Using letters of name
Strings of letters
StartUp Phonics Skill Bags (Red Lessons)
Letter Name (Alphabetic)
Sound-by-sound word spelling and decoding
Limited sight vocabulary
Initial and final consonants, initial and final consonant blends, digraphs, short vowels, affricates
StartUp Phonics Skill Bags (Purple Lessons)
BuildUp Phonics Skill Bags
Within Word Pattern
Reading and writing chunk parts of words
VCe patterns, r-controlled vowel patterns, long vowel patterns, abstract vowels
BuildUp Phonics Skill Bags
Syllable Juncture (Syllable & Affixes)
Vowel patterns in single syllable words used correctly, learning to apply pattern knowledge within syllables and across boundaries
Accented and unaccented syllable patterns, doubling, e-drop, and no spelling change, common prefixes and suffixes
SpiralUp Phonics Skill Bags
Word Study & Vocabulary Skill Bags 1 (Start)
Word Study & Vocabulary Skill Bags 2 (Build)
Derivational Constancy (Derivational Relations)
Morphemic analysis
Silent and sounded consonants, consonant and vowel changes, Greek and Latin elements, assimilated prefixes
Word Study & Vocabulary Skill Bags 3 (Spiral)
Word Study & Vocabulary Skill Bags 4 (Extend)
I n T r O d U C T I O n
6 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Benchmark Education’s Word Study & Vocabulary Skill Bags include the following elements of effective instruction to support advanced word analysis and vocabulary development .
• Assessments that inform instruction
• Modeled, guided, and independent practice
• Whole-group, small-group, partner, and individual grouping configurations
• Linked phonics, spelling, and vocabulary development
• Ongoing spiraled review of previously taught skills and strategies
• Anchor posters, lists, and charts
• Short passages for connected text reading
• Word sorts for sound, spelling, and meaning patterns
• A variety of open, closed, sound, pattern, blind, written, and speed sorts
• Word hunts, cloze activities, and games
• Word study notebooks
• Blending and decoding practice
• Spelling practice and dictation
• Oral discussions and written reflections
• Home/school connections
• Support for English learners
• Word study investigations
Like StartUp, BuildUp, and SpiralUp Phonics, the Word Study & Vocabulary Skill Bags reflect the most current research on how to teach word study effectively .
“ . . . word study encompasses phonics, spelling, and vocabulary instruction, with children’s orthographic or spelling knowledge of central importance in determining timely instruction with word sorting as a key activity . As children move into more sophisticated word studies, spelling and vocabulary development receive increasing attention .”
—Kathy Ganske
I n T r O d U C T I O n
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 7
What the Research Says About Phonics, Spelling, and Vocabulary Word Study
Word Study & Vocabulary Skill Bags
“By categorizing words according to their features, students are able to notice similarities and differences within and across the categories that help them to form generalizations about how the words work .”
—K. Ganske, 2008
Each unit includes multisyllabic words with related patterns for comparing and analyzing .
“Once children grasp the alphabetic principle and learn the most common sound-spellings they meet in primary grade texts, their next hurdle involves decoding multisyllabic words . Explicit instruction in the six common spelling patterns, the most common syllable types, prefixes, suffixes, roots, and word origins helps students recognize larger word chunks, which makes decoding and figuring out meaning easier .”
—W. Blevins, 2001
The scope and sequence supports the advanced understandings of syllable juncture and derivational constancy development .
“Word study is active, and by making judgments about words and sorting words according to similar features, students construct their own understandings about how features work . Active, thoughtful practice helps students internalize word features and become automatic in using what they have learned .”
—D. R. Bear, M. Invernizzi, S. Templeton, F. Johnston, 2008
Each unit includes a variety of model-guide-apply learning opportunities . Word sorts, investigations, cloze passages, and interactive learning can be found in each lesson .
“Effective vocabulary instruction includes providing rich and varied language experiences, teaching individual words, teaching word learning strategies, fostering word consciousness .”
—M. Graves, 2006
Within every skill bag, students examine word categories and apply word solving and word analysis skills .
“English is one of the most morphologically complex languages . For every word we know, there are six or seven other words we can attach meaning to if we are ‘morphologically sophisticated .’”
—P. Cunningham
Students focus on units of meaning in words as they analyze Greek and Latin word elements and focus on prefixes and suffixes that alter the meanings of base words .
“As students work with words, they not only examine the sound, pattern, and meaning relationships of their spellings but also come to understand and use the words .”
—K. Ganske, 2008
Sorting by sound, pattern, and meaning provide support for developing multiple strategies for word learning .
“Word solving is basic to the complex act of reading . When readers can employ a flexible range of strategies for solving words rapidly and efficiently, attention is freed for comprehension . Word solving is fundamental to fluent, phrased reading .”
—I. Fountas & G. S. Pinnell, 2007
The systematic, explicit instruction in every skill bag promotes rapid, fluent decoding of multisyllabic words to support text comprehension .
I n T r O d U C T I O n
8 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
What Are the Features and Benefits of Word Study & Vocabulary Skill Bags?Like the Phonics Skill Bags (StartUp, BuildUp, and SpiralUp), the Word Study & Vocabulary Skill Bags build the necessary foundation for reading longer and more complex text . Following is a list of the program’s benefits to students .
Features Benefits to Students
Direct, explicit instruction in basic syllable patterns
Students learn advanced multisyllabic word-solving strategies .
Direct, explicit word study instruction
Students learn to utilize structural analysis components such as prefixes, suffixes, and root words . Word study investigation lessons spotlight additional word awareness categories and origins .
Direct, explicit spelling instruction
Students master advanced multisyllabic patterns to facilitate reading connected text .
Word sorts Students use a variety of activities to sort and to make generalizations about words according to related patterns .
Text passages Each unit includes a text passage for word hunt investigation activities that connect word study to reading .
Hands-on, multisensory tools
All types of learners are supported by instruction that is concrete, motivating, and multimodal .
I n T r O d U C T I O n
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 9
The program also offers many benefits to the implementation site .
Features Benefits to Site
Systematic and research based
Teachers implement best practices as they sequentially introduce skills designed for advanced phonics and word study development .
Organized, consistently formatted units and materials
Teachers at all experience levels can confidently manage the classroom and teach advanced phonics and word study with a minimum of advance preparation .
Whole-group, small-group, partner, and independent activities for every skill
Teachers have reteaching strategies and extension opportunities at their fingertips .
English learner support Teachers can offer additional assistance in each skill to English learners .
Spiraled curriculum Teachers continuously review prior units and build instruction on previously taught skills .
Overview & Assessment Handbook
Teachers get ongoing support, answers to important questions, and assessments to inform instruction .
Family participation Parents can support their children’s word study development utilizing the Home Connections activities .
10 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Each of the four Word Study & Vocabulary Kits includes 32 developmentally-sequenced skill bags . Each Skill Bag includes a consistent set of teacher and student components .
Reproducible Tools, Activities & Home Connections• 1 Per Skill Bag (12 pages each, 8 ½” x 11”)
Teacher’s Guide• 1 Per Skill Bag
(8 pages each, 8 ½’’ x 11’’)
® 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
Anchor Chart (BLM 1) Category Cards (BLM 2) Word Cards (BLM 3)
Spelling Dictation (BLM 10) Spelling Peer Check (BLM 11)
Classroom Activity (BLM 7) Take-Home Activity (BLM 8)
Word Cards (BLM 4) Word Cards (BLM 5) Take-Home Activity (BLM 6)
Lesson Objectives
3SpiralWordStudyVocabulary
Reading Passage (BLM 9)
Additional Materials:• Word Study Notebooks• Pocket Chart
check to make sure underlines are marked to overprint (Window: Attributes)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Spelling Dictation
Review Words
1.
2.
3.
New Words
1.
2.
3.
Sentence
Unfriendly Plants
We usually think of plants as being passive and not moving. But this belief
is mistaken; some plants are very aggressive! People have introduced plants to
areas where they are not found naturally, under the unfortunate impression that
the plants would be helpful. They failed to realize that without the natural enemies
found in their native habitat, these plants could do more harm than good.
Kudzu is the king of unfriendly plants because it covers everything that has the
misfortune to be in its path. It grows so incredibly fast—up to a foot a day—that
some people say they can see it growing! While that may be an exaggeration,
kudzu has done a lot of unintended damage since it was introduced into the
United States.
In 1876, kudzu was first brought from Japan and shown at the Philadelphia
Exhibition. People mistakenly thought that kudzu would help farmers in the
southern U.S. It could be used as animal food and could keep their soil from
eroding and washing away. They knew that kudzu was fast growing, but this was
considered a benefit, not a disadvantage. It turns out that the plant did help slow
erosion, but it also caused a great deal of mischief by smothering native plants.
Kudzu is so dense that it blocks light from any plants underneath it, so they die. It
also proved a disappointment as a feed crop.
Both individuals and government agencies spend millions of dollars yearly to
try to keep kudzu under control. The plants do not seem susceptible to disease.
The only way to get rid of them is to pull them up by the roots. Since kudzu has
thrived in the south and is moving north, this may be an insurmountable task.
Reading Passage (BLM 9) Spelling Dictation (BLM 10)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Spelling Peer CheckDirections: Work with a partner. Follow the directions from your teacher to use this BLM to write your spelling words.
Second Try(if needed)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Correct Spelling
1.
2.
3.
4.
5.
6.
7.
8.
9.
First Try
1.
2.
3.
4.
5.
6.
7.
8.
9.
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Spelling Dictation
Review Words
1.
2.
3.
New Words
1.
2.
3.
Sentence
Unfriendly Plants
We usually think of plants as being passive and not moving. But this belief
is mistaken; some plants are very aggressive! People have introduced plants to
areas where they are not found naturally, under the unfortunate impression that
the plants would be helpful. They failed to realize that without the natural enemies
found in their native habitat, these plants could do more harm than good.
Kudzu is the king of unfriendly plants because it covers everything that has the
misfortune to be in its path. It grows so incredibly fast—up to a foot a day—that
some people say they can see it growing! While that may be an exaggeration,
kudzu has done a lot of unintended damage since it was introduced into the
United States.
In 1876, kudzu was first brought from Japan and shown at the Philadelphia
Exhibition. People mistakenly thought that kudzu would help farmers in the
southern U.S. It could be used as animal food and could keep their soil from
eroding and washing away. They knew that kudzu was fast growing, but this was
considered a benefit, not a disadvantage. It turns out that the plant did help slow
erosion, but it also caused a great deal of mischief by smothering native plants.
Kudzu is so dense that it blocks light from any plants underneath it, so they die. It
also proved a disappointment as a feed crop.
Both individuals and government agencies spend millions of dollars yearly to
try to keep kudzu under control. The plants do not seem susceptible to disease.
The only way to get rid of them is to pull them up by the roots. Since kudzu has
thrived in the south and is moving north, this may be an insurmountable task.
Reading Passage (BLM 9) Spelling Dictation (BLM 10)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Choose the WordDirections: Read each sentence and choose the word that makes the most sense in the sentence.
1. The company decided to __________________ making the shampoo because it did
not sell well.
continue discontinue unexpected disorder order
2. “How can you find anything in this __________________?” my mom asked.
disorder order uncommon reasonable unreasonable
3. I did the wrong math problems because I __________________ the assignment.
read misread common uncommon misleading
4. “You can __________________ your seat belt now. The ride is over!” my brother said.
continue fasten unfasten discontinue misstep
5. Most people think that five hours of homework a night is __________________.
lucky unlucky mischief unreasonable disgrace
Directions: Circle the prefix in each of the words below.
6. incredible
7. misspell
8. undress
9. informal
10. disfigure
Choose the WordParent Directions: Have your child read each sentence and choose the word that makes the most sense in the sentence.
1. The waitress was clearly __________________ because she forgot half of our order.
experienced distaste taste inexperienced
2. I have tried to __________________ my cat from climbing on the table.
accurate inaccurate discourage courage
3. Rosco likes the adventure of traveling into the __________________.
known inaccurate accurate unknown
4. Martin avoided walking by the house that had the __________________ dog.
unlucky lucky friendly unfriendly
5. “The ugly brown grass in the park is a __________________!” my neighbor
complained.
misprint uneasy disgrace misfit
6. We wore jeans because the party was __________________.
inhuman human informal formal unaware
7. The advertisement for the action figure was __________________, since the
accessories were not included.
unknown lucky unlucky misleading
8. We tried to take the most __________________ route home so we would get home
too late to help clean the garage.
inexpensive expensive indirect discourage
Classroom Activity (BLM 7) Take-Home Activity (BLM 8)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Choose the WordDirections: Read each sentence and choose the word that makes the most sense in the sentence.
1. The company decided to __________________ making the shampoo because it did
not sell well.
continue discontinue unexpected disorder order
2. “How can you find anything in this __________________?” my mom asked.
disorder order uncommon reasonable unreasonable
3. I did the wrong math problems because I __________________ the assignment.
read misread common uncommon misleading
4. “You can __________________ your seat belt now. The ride is over!” my brother said.
continue fasten unfasten discontinue misstep
5. Most people think that five hours of homework a night is __________________.
lucky unlucky mischief unreasonable disgrace
Directions: Circle the prefix in each of the words below.
6. incredible
7. misspell
8. undress
9. informal
10. disfigure
Choose the WordParent Directions: Have your child read each sentence and choose the word that makes the most sense in the sentence.
1. The waitress was clearly __________________ because she forgot half of our order.
experienced distaste taste inexperienced
2. I have tried to __________________ my cat from climbing on the table.
accurate inaccurate discourage courage
3. Rosco likes the adventure of traveling into the __________________.
known inaccurate accurate unknown
4. Martin avoided walking by the house that had the __________________ dog.
unlucky lucky friendly unfriendly
5. “The ugly brown grass in the park is a __________________!” my neighbor
complained.
misprint uneasy disgrace misfit
6. We wore jeans because the party was __________________.
inhuman human informal formal unaware
7. The advertisement for the action figure was __________________, since the
accessories were not included.
unknown lucky unlucky misleading
8. We tried to take the most __________________ route home so we would get home
too late to help clean the garage.
inexpensive expensive indirect discourage
Classroom Activity (BLM 7) Take-Home Activity (BLM 8)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
4 4
4 4
4 4
4 4
4 4
4 4
4 4
4 4
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfi t
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
disease
disgrace
dishonest
disorder
distaste
inaccurate
informal
inhuman
insane
misfortune
misleading
misprint
misunderstood
undress
unfasten
unknown
Word Cards (BLM 3) Word Cards (BLM 4)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
5 5
5 5
5 5
5 5
5 5
5 5
5 5
5 5
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Sorting for Prefixes in-, un-, dis-, mis-Parent Directions: Have your child write the meaning for each prefix in the top row of the chart. Then have your child read each word and place it in the correct chart column.
Word Bank misfit disapprove incredible mischief inaccuratedistrust uncommon discourage uneasy infrequentungrateful informal disrespect unexpected misstep
in- un-
Meaning: Meaning:
dis- mis-
Meaning: Meaning:
disbelief
discontinue
discourage
disfi gure
disprove
disrespect
incredible
indirect
mischief
misspell
misspoke
mistake
unfortunate
unfriendly
unlucky
untidy
Word Cards (BLM 5) Take-Home Activity (BLM 6)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
5 5
5 5
5 5
5 5
5 5
5 5
5 5
5 5
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Sorting for Prefixes in-, un-, dis-, mis-Parent Directions: Have your child write the meaning for each prefix in the top row of the chart. Then have your child read each word and place it in the correct chart column.
Word Bank misfit disapprove incredible mischief inaccuratedistrust uncommon discourage uneasy infrequentungrateful informal disrespect unexpected misstep
in- un-
Meaning: Meaning:
dis- mis-
Meaning: Meaning:
disbelief
discontinue
discourage
disfi gure
disprove
disrespect
incredible
indirect
mischief
misspell
misspoke
mistake
unfortunate
unfriendly
unlucky
untidy
Word Cards (BLM 5) Take-Home Activity (BLM 6)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
4 4
4 4
4 4
4 4
4 4
4 4
4 4
4 4
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfi t
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
disease
disgrace
dishonest
disorder
distaste
inaccurate
informal
inhuman
insane
misfortune
misleading
misprint
misunderstood
undress
unfasten
unknown
Word Cards (BLM 3) Word Cards (BLM 4)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLCAnchor Chart (BLM 1) Category Cards (BLM 2)
Prefixes in-, un-, dis-, mis
Prefix = unit added to the beginning of a word
Base word = main part of a word to which a prefix is added
The spelling of the base word does not change when a prefix is added.
Prefix Meaning Example
in- not insincere
un- not or the opposite of uneasy
dis- not or the opposite of disconnect
mis- bad or badly misfortune
in- un-
dis- mis-
not or opposite of bad or badly
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLCAnchor Chart (BLM 1) Category Cards (BLM 2)
Prefixes in-, un-, dis-, mis
Prefix = unit added to the beginning of a word
Base word = main part of a word to which a prefix is added
The spelling of the base word does not change when a prefix is added.
Prefix Meaning Example
in- not insincere
un- not or the opposite of uneasy
dis- not or the opposite of disconnect
mis- bad or badly misfortune
in- un-
dis- mis-
not or opposite of bad or badly
Day 1 Students will:• Understand the function and meaning of prefixes and base
words• Understand the meaning of prefixes in- (“not”), un- (“not,
opposite of”), dis- (“not, opposite of”), and mis- (“bad, badly”)
• Read and write words with prefixes in-, un-, dis-, and mis-
Day 2 Students will:• Sort words by prefixes• Use and define words with prefixes in-, un-, dis-, and mis-
Materials:• Anchor Poster• BLM 2: Category Cards• BLM 4: Word Cards• BLM 6: Take-Home Activity• Teacher Category Cards—in-, un-, dis-, mis-• Teacher Word Cards—same as BLM 3
Day 3 Students will:• Sort words with prefixes in-, un-, dis-, and mis- according
to meaning• Use knowledge of meanings and spelling patterns of in-,
un-, dis-, and mis- words in sentences
Materials:• BLM 2: Category Cards• BLM 5: Word Cards• BLM 7: Classroom Activity• BLM 8: Take-Home Activity• Teacher Category Cards—not or opposite of, bad or badly• Teacher Word Cards—same as BLM 4
Day 4 Students will:• Identify words with prefixes in-, un-, dis-, and mis- in a
passage• Identify in-, un-, dis-, and mis- words that do not follow the
rules for changing the base word meanings• Write and spell words with in-, un-, dis-, and mis-
Materials:• BLM 9: Reading Passage• BLM 10: Spelling Dictation• BLM 11: Spelling Peer Check
Day 5 Students will:• Spell words using in-, un-, dis-, and mis-
Materials:• Quick-Check Assessment
Prefixes in-, un-, dis-, mis- Unit 1
Kit 3_Unit 1_TG.indd 1 6/10/10 8:22:38 PM
Reproducible Tools, Activities, & Home Connections
WordStudyVocabulary
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
Spiral3
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfit
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
Word Cards (BLM 3)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Sorting for Prefixes in-, un-, dis-, mis-Parent Directions: Have your child write the meaning for each prefix in the top row of the chart. Then have your child read each word and place it in the correct chart column.
Word Bank misfit disapprove incredible mischief inaccurate distrust uncommon discourage uneasy infrequent ungrateful informal disrespect unexpected misstep
in- un-
Meaning: Meaning:
dis- mis-
Meaning: Meaning:
Take-Home Activity (BLM 6)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Choose the WordDirections: Read each sentence and choose the word that makes the most sense in the sentence.
1. The company decided to __________________ making the shampoo because it did
not sell well.
continue discontinue unexpected disorder order
2. “How can you find anything in this __________________?” my mom asked.
disorder order uncommon reasonable unreasonable
3. I did the wrong math problems because I __________________ the assignment.
read misread common uncommon misleading
4. “You can __________________ your seat belt now. The ride is over!” my brother said.
continue fasten unfasten discontinue misstep
5. Most people think that five hours of homework a night is __________________.
lucky unlucky mischief unreasonable disgrace
Directions: Circle the prefix in each of the words below.
6. incredible
7. misspell
8. undress
9. informal
10. disfigure
Classroom Activity (BLM 7)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Unfriendly Plants
We usually think of plants as being passive and not moving. But this belief
is mistaken; some plants are very aggressive! People have introduced plants to
areas where they are not found naturally, under the unfortunate impression that
the plants would be helpful. They failed to realize that without the natural enemies
found in their native habitat, these plants could do more harm than good.
Kudzu is the king of unfriendly plants because it covers everything that has the
misfortune to be in its path. It grows so incredibly fast—up to a foot a day—that
some people say they can see it growing! While that may be an exaggeration,
kudzu has done a lot of unintended damage since it was introduced into the
United States.
In 1876, kudzu was first brought from Japan and shown at the Philadelphia
Exhibition. People mistakenly thought that kudzu would help farmers in the
southern U.S. It could be used as animal food and could keep their soil from
eroding and washing away. They knew that kudzu was fast growing, but this was
considered a benefit, not a disadvantage. It turns out that the plant did help slow
erosion, but it also caused a great deal of mischief by smothering native plants.
Kudzu is so dense that it blocks light from any plants underneath it, so they die. It
also proved a disappointment as a feed crop.
Both individuals and government agencies spend millions of dollars yearly to
try to keep kudzu under control. The plants do not seem susceptible to disease.
The only way to get rid of them is to pull them up by the roots. Since kudzu has
thrived in the south and is moving north, this may be an insurmountable task.
Reading Passage (BLM 9)
uNIT 1
Kit 3_Unit 1_BLM.indd 1 6/10/10 8:18:56 PM
Components at a Glance
©2010 Benchmark Education Company, LLC Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- 3
Assessment TipNotice which students are having difficulty identifying prefixes or creating meaningful sentences with this week’s words. Provide sample sentences that reinforce the spelling and meaning of the words.
If students are struggling with the spelling words, confirm whether the issue is with the spelling of the base word or with the addition of the prefix. Identify any spelling rules students need to review, and reteach those words to students.
Home/School ConnectionStudents can take home the list of spelling words and practice reading, writing, and spelling the words with a family member.
Apply
Have partners tell each other the meanings of the prefixes and how they change the meaning of the base words.
Spelling Words with PrefixesUnit Spelling Words: disrespect, disapprove, incredible, infrequent, mischief, misstep, uncommon, ungrateful
Write the word respect on the chalkboard. Say: When we respect someone, we hold them in esteem and think highly of them. Model combining the prefix dis- to the base word to spell the word disrespect. Say: When we add the prefix dis-, we change the meaning. Disrespect means the opposite of respect.
Repeat with the word approve, providing the meaning, and discussing how the meaning changes when we add the prefix dis-.
Point out that when we add the prefix dis- to base words, the spellings of the base words do not change.
Next write the word credible on the chalkboard. Discuss the meaning of the word. Model combining the prefix in- to the base word to spell the word: in- + credible = incredible. Ask students how the meaning of credible has changed by adding the prefix.
Explain that the prefixes in-, un-, and mis- change a word to the opposite or negative meaning. Demonstrate adding prefixes to base words to spell the words infrequent, mischief, misstep, uncommon, and ungrateful.
Remind students that words with the prefixes mis- and dis- should have only one s before the base word. Point out that words like misstep have a double s because the base word begins with s.
Have students read all the spelling words. Ask volunteers to create oral sentences using the words.
Have students copy the spelling words into their writing notebooks. Encourage students to watch for base words that are irregular or commonly misspelled, such as chief or grateful. Have partners check each other’s spelling. Then have them circle the prefixes in each word.
Kit 3_Unit 1_TG.indd 3 6/10/10 8:22:39 PM
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC2
Day OneSupporting ELsReview the meaning of the base words sincere, easy, connect, and fortune. Define the words using gestures, sketches, or pantomime where possible. Then, word by word, review the meaning, add the prefix, and show by X marks that the meaning of the words has changed to the opposite.
Repeat this process with other base words for challenging words from this lesson.
Blending PracticeIf some students have difficulty reading the words, help them read the words syllable by syllable. For example, write the word disconnect on the chalkboard. Point out the three vowels, each having a vowel sound, indicating three syllables. Show how you divide the word into syllables using the syllable pattern rule for dividing between consonants: dis/con/nect. Point out that the individual syllables are easier to read and are similar to short words they know. Model reading each syllable and then blending the syllables together: dis/con/nect: disconnect. Continue to support students who need help with blending throughout the week, using the example words used in the lesson.
Review Spelling i before e Except after c Focus Words: priest, neither, weigh, grief, conceit, sleigh
Write the focus words on the chalkboard. Ask students to read the words and determine the vowel sounds in each word and the letters that stand for those vowel sounds. Make sure students understand that ei can stand for the long e sound and the long a sound.
Introduce Prefixes in-, un-, dis-, mis-
Model
Write the following words on the chalkboard and read them aloud: insincere, uneasy, disconnect, misfortune. Explain that each of these words contains a base word and a prefix.
Define base words and prefixes. Say: A prefix is a set of letters added to the beginning of a base word. Prefixes change the meaning of the base word. A base word is the main word part.
Point to the in- in insincere and circle the base word. Say: In- is the prefix and sincere is the base word.
Ask students to define sincere. As needed, supply the definition “real, honest, or genuine.” Then explain that the prefix in- means “not.” Say: So insincere means “not sincere” or “not honest and genuine.” Adding the prefix gives the opposite meaning. The prefix in- has another meaning—”into”—as in information, for example. However, this unit will focus on the “not” meaning.
Explain to students that in this lesson they will be working with the prefixes in-, un-, dis-, and mis-. Say: All these prefixes change the base word to a negative meaning or to an opposite meaning. In- means “not.” Un- or dis- mean “not” or “the opposite of,” and mis- means “bad” or “badly.”
Guide
Ask a volunteer to come to the chalkboard and read the word uneasy. Have the student circle the prefix and the base word. Make sure students understand that the word describes a feeling that is “not easy.”
Repeat this activity with the words disconnect and misfortune.
On the chalkboard, draw four columns with the following heads: in-, un-, dis-, and mis-. Have students brainstorm words with these prefixes and write them on the chalkboard. Caution students to watch out for false prefixes in words such as uncle.
©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: 978-1-4509-0276-2
Kit 3_Unit 1_TG.indd 2 6/10/10 8:22:38 PM
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 11
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
3SpiralWordStudyVocabulary
©2010 Benchmark Education Company, LLC • 629 Fifth Avenue • Pelham, NY • 10803 • www.benchmarkeducation.com
unit 1
Prefixes in-, un-, dis-, misPrefix = unit added to the beginning of a word
Base word = main part of a word to which a prefix is added The spelling of the base word does not change when a prefix is added.
Prefix Meaning Example
in- not insincere
un- not or the opposite of uneasy
dis- not or the opposite of disconnect
mis- bad or badly misfortune
Kit 3_Anchor Posters.indd 1 6/16/10 2:31:21 PM
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLCCategory Cards (BLM 2)
in- un-
dis- mis-
not or opposite of bad or badly
Kit 3_Unit 1_BLM.indd 3 6/10/10 8:18:57 PM
Anchor Charts• 1 Per Skill Bag (17” x 22”)
Word and Category Card Sheets• 3 Word Card Sheets (6 copies of each sheet)
• 1 Word Sort Category Card Sheet
Overview & Assessment Handbook• 1 Per Kit (64 pages)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
4 4
4 4
4 4
4 4
4 4
4 4
4 4
4 4
disease
disgrace
dishonest
disorder
distaste
inaccurate
informal
inhuman
insane
misfortune
misleading
misprint
misunderstood
undress
unfasten
unknown
Word Cards (BLM 4)
Kit 3_Unit 1_BLM.indd 5 6/10/10 8:18:57 PMWord Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfit
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
Word Cards (BLM 3)
Kit 3_Unit 1_BLM.indd 4 6/10/10 8:18:57 PM
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
5 5
5 5
5 5
5 5
5 5
5 5
5 5
5 5
disbelief
discontinue
discourage
disfigure
disprove
disrespect
incredible
indirect
mischief
misspell
misspoke
mistake
unfortunate
unfriendly
unlucky
untidy
Word Cards (BLM 5)
Kit 3_Unit 1_BLM.indd 6 6/10/10 8:18:57 PM
12 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Use the following checklist to help you get ready to administer assessments and prepare for instruction .
Familiarize yourself with how the program works by reading Using the Components on pages 13–16 and reviewing the Scope and Sequence found on page 18 .
Examine the Skill Bag components and study the Teacher’s Guides and reproducible blackline master booklet .
Examine the assessment tasks on pages 20–60 . Familiarize yourself with the instructions for administering, scoring, and interpreting results . See page 19: Using Assessment Results to Inform Instruction .
Administer the initial screening tasks. Analyze the results to determine each student’s starting point in the Word Study & Vocabulary Skill Bag Kits and how to group students for small-group instruction .
Review the Managing Instruction in the Phonics/Word Study Block section found on page 17 to familiarize yourself with scheduling, pacing, and grouping for proper implementation .
Getting Started Checklist
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 13
Overview & Assessment HandbookThe Overview & Assessment Handbook contains initial screeners as well as pre- and post-assessments to determine students’ strengths and needs .
This handbook provides a variety of methods to gather, record, and evaluate information about your students’ phonics, spelling, and vocabulary knowledge . Based on this information, you can decide what skill instruction your students need and whether they would benefit from additional small-group or individual instruction .
Initial Screeners
Initial screeners help identify and target student needs as well as placement for intervention lessons . Student recording forms and explicit directions for administering, scoring, and analyzing results are provided for the teacher .
Initial screeners can be used for placement and grouping decisions.
W O R D S T U D Y & V O C A B U L A R Y A S S E S S M E N T T O O L S
22 WordStudyVOCABULARY Start 1 ©2010 Benchmark Education Company, LLC
Initial Screening Student Recording/Scoring FormName: ________________________________________________________________ Date: _________________
Initial Screening Pretest Form A Initial Screening Posttest Form A
Initial Screening Pretest Form B Initial Screening Posttest Form B
_____ Total # Words Spelled Correctly _____ Total # Features Spelled Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Total Points (50 possible)
W O R D S T U D Y & V O C A B U L A R Y A S S E S S M E N T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Start 1 23
Initial Screening Student Recording/Scoring Form (cont’d)Name: ________________________________________________________________ Date: _________________
Initial Screening Pretest Form A Initial Screening Posttest Form A
Initial Screening Pretest Form B Initial Screening Posttest Form B
_____ Total # Words Spelled Correctly _____ Total # Features Spelled Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
Total Points (50 possible)
W O R D S T U D Y & V O C A B U L A R Y A S S E S S M E N T T O O L S
46 WordStudyVOCABULARY Start 1 ©2010 Benchmark Education Company, LLC
Spelling Pre- and Post-Assessment Student Form A
Name: ___________________________________________________________________ Date: ____________
Units _____________________________________________________________ Pretest Posttest
_____ Total # Words Spelled Correctly _____ Total # Features Spelled Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Total Points (20 possible)
W O R D S T U D Y & V O C A B U L A R Y A S S E S S M E N T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Start 1 47
Reading Pre- and Post-Assessment Student Form B
UNIT 1:
earthquakemeanwhileundergroundkeyboardalongsidesomehowbookmarklifelongbackfireoneself
UNITS 2–4:
talkingtapinghopingbowledmailedbowlingnamingshoppingmarkedclapped
UNITS 5–9:
blendedfedmassesloavesspyinggainedwroteindexesmicestraying
UNITS 10–14:
bottleexplainclimatecrueldenyingtennisdessertsirenmeteorreplied
Pre- and Post-Assessments
Use the pre- and post-assessments to evaluate a related cluster of skills within the kit . Student recording forms and explicit directions for administering, scoring, and analyzing results are provided for the teacher .
Pre- and post-assessments identify student understandings of a variety of specific features that form the targeted instructional focus of each unit.
Using the Components
U S I n G T H E C O M P O n E n T S
14 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Teacher’s GuidesExplicit Instruction
The 32 units in each Word Study & Vocabulary Kit teach syllable patterns, structural analysis, and vocabulary in a systematic sequence that supports current research on best practices . Each Teacher’s Guide follows a consistent sequence with five days of instruction targeting one element of word study . Teachers follow the research-based, model-guide-apply instructional pattern as students review, sort, categorize, analyze, spell, read, write, and apply word-solving strategies . The cover of each unit is a visual guide to the materials needed for each day of instruction .
“The most effective instruction in phonics, spelling, and vocabulary links word study to the texts being read, provides a systematic scope and sequence of word level skills, and provides multiple opportunities for hands-on practice and application .”
—Bear, Invernizzi, Templeton, & Johnston
Quick-Check Assessments
Each Teacher’s Guide contains a Quick-Check Assessment for the unit . Use this progress-monitoring tool to determine a student’s need for enrichment or intervention . As you analyze student responses, note which skills or words give students difficulty, then provide further practice by using the recommended activities in each unit .
Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date _______________________________________
Unit 1 Quick-Check: Compound Words
Answer QuestionsDirections: Choose the correct compound word to fill in the blank in each sentence.
1. You can play baseball in a __________. ball park ballroom ballpark
2. We looked __________ for the missing toys. everyplace everyone every place
3. I built a new __________ for my dog. housetop dog house doghouse
4. The stars were shining brightly in the __________. daylight sunlight moonlight
ApplyDirections: In the space below, list five words you know that are compound words.
____________ ____________ ____________ ____________ ____________
Directions: Using the words from the word bank, write the compound words that have common words in the “Common Words” column. Write the other words in the “No Common Words” column.
Common Words No Common Words Word Bank bookcase, yourself, headphones, snowman, cookbook, sidewalk, scrapbook, throughout, headstrong, headfirst
Think and Write about Compound WordsDirections: In the space below, explain how understanding compound words helps you as a reader, speller, and writer.
_____________________________________________________________________________
_____________________________________________________________________________
Kit 1_U1_TG.indd 8 6/9/10 1:16:11 AM
® 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
Anchor Chart (BLM 1) Category Cards (BLM 2) Word Cards (BLM 3)
Spelling Dictation (BLM 10) Spelling Peer Check (BLM 11)
Classroom Activity (BLM 7) Take-Home Activity (BLM 8)
Word Cards (BLM 4) Word Cards (BLM 5) Take-Home Activity (BLM 6)
Lesson Objectives
3SpiralWordStudyVocabulary
Reading Passage (BLM 9)
Additional Materials:• Word Study Notebooks• Pocket Chart
check to make sure underlines are marked to overprint (Window: Attributes)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Spelling Dictation
Review Words
1.
2.
3.
New Words
1.
2.
3.
Sentence
Unfriendly Plants
We usually think of plants as being passive and not moving. But this belief
is mistaken; some plants are very aggressive! People have introduced plants to
areas where they are not found naturally, under the unfortunate impression that
the plants would be helpful. They failed to realize that without the natural enemies
found in their native habitat, these plants could do more harm than good.
Kudzu is the king of unfriendly plants because it covers everything that has the
misfortune to be in its path. It grows so incredibly fast—up to a foot a day—that
some people say they can see it growing! While that may be an exaggeration,
kudzu has done a lot of unintended damage since it was introduced into the
United States.
In 1876, kudzu was first brought from Japan and shown at the Philadelphia
Exhibition. People mistakenly thought that kudzu would help farmers in the
southern U.S. It could be used as animal food and could keep their soil from
eroding and washing away. They knew that kudzu was fast growing, but this was
considered a benefit, not a disadvantage. It turns out that the plant did help slow
erosion, but it also caused a great deal of mischief by smothering native plants.
Kudzu is so dense that it blocks light from any plants underneath it, so they die. It
also proved a disappointment as a feed crop.
Both individuals and government agencies spend millions of dollars yearly to
try to keep kudzu under control. The plants do not seem susceptible to disease.
The only way to get rid of them is to pull them up by the roots. Since kudzu has
thrived in the south and is moving north, this may be an insurmountable task.
Reading Passage (BLM 9) Spelling Dictation (BLM 10)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Spelling Peer CheckDirections: Work with a partner. Follow the directions from your teacher to use this BLM to write your spelling words.
Second Try(if needed)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Correct Spelling
1.
2.
3.
4.
5.
6.
7.
8.
9.
First Try
1.
2.
3.
4.
5.
6.
7.
8.
9.
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Spelling Dictation
Review Words
1.
2.
3.
New Words
1.
2.
3.
Sentence
Unfriendly Plants
We usually think of plants as being passive and not moving. But this belief
is mistaken; some plants are very aggressive! People have introduced plants to
areas where they are not found naturally, under the unfortunate impression that
the plants would be helpful. They failed to realize that without the natural enemies
found in their native habitat, these plants could do more harm than good.
Kudzu is the king of unfriendly plants because it covers everything that has the
misfortune to be in its path. It grows so incredibly fast—up to a foot a day—that
some people say they can see it growing! While that may be an exaggeration,
kudzu has done a lot of unintended damage since it was introduced into the
United States.
In 1876, kudzu was first brought from Japan and shown at the Philadelphia
Exhibition. People mistakenly thought that kudzu would help farmers in the
southern U.S. It could be used as animal food and could keep their soil from
eroding and washing away. They knew that kudzu was fast growing, but this was
considered a benefit, not a disadvantage. It turns out that the plant did help slow
erosion, but it also caused a great deal of mischief by smothering native plants.
Kudzu is so dense that it blocks light from any plants underneath it, so they die. It
also proved a disappointment as a feed crop.
Both individuals and government agencies spend millions of dollars yearly to
try to keep kudzu under control. The plants do not seem susceptible to disease.
The only way to get rid of them is to pull them up by the roots. Since kudzu has
thrived in the south and is moving north, this may be an insurmountable task.
Reading Passage (BLM 9) Spelling Dictation (BLM 10)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Choose the WordDirections: Read each sentence and choose the word that makes the most sense in the sentence.
1. The company decided to __________________ making the shampoo because it did
not sell well.
continue discontinue unexpected disorder order
2. “How can you find anything in this __________________?” my mom asked.
disorder order uncommon reasonable unreasonable
3. I did the wrong math problems because I __________________ the assignment.
read misread common uncommon misleading
4. “You can __________________ your seat belt now. The ride is over!” my brother said.
continue fasten unfasten discontinue misstep
5. Most people think that five hours of homework a night is __________________.
lucky unlucky mischief unreasonable disgrace
Directions: Circle the prefix in each of the words below.
6. incredible
7. misspell
8. undress
9. informal
10. disfigure
Choose the WordParent Directions: Have your child read each sentence and choose the word that makes the most sense in the sentence.
1. The waitress was clearly __________________ because she forgot half of our order.
experienced distaste taste inexperienced
2. I have tried to __________________ my cat from climbing on the table.
accurate inaccurate discourage courage
3. Rosco likes the adventure of traveling into the __________________.
known inaccurate accurate unknown
4. Martin avoided walking by the house that had the __________________ dog.
unlucky lucky friendly unfriendly
5. “The ugly brown grass in the park is a __________________!” my neighbor
complained.
misprint uneasy disgrace misfit
6. We wore jeans because the party was __________________.
inhuman human informal formal unaware
7. The advertisement for the action figure was __________________, since the
accessories were not included.
unknown lucky unlucky misleading
8. We tried to take the most __________________ route home so we would get home
too late to help clean the garage.
inexpensive expensive indirect discourage
Classroom Activity (BLM 7) Take-Home Activity (BLM 8)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Choose the WordDirections: Read each sentence and choose the word that makes the most sense in the sentence.
1. The company decided to __________________ making the shampoo because it did
not sell well.
continue discontinue unexpected disorder order
2. “How can you find anything in this __________________?” my mom asked.
disorder order uncommon reasonable unreasonable
3. I did the wrong math problems because I __________________ the assignment.
read misread common uncommon misleading
4. “You can __________________ your seat belt now. The ride is over!” my brother said.
continue fasten unfasten discontinue misstep
5. Most people think that five hours of homework a night is __________________.
lucky unlucky mischief unreasonable disgrace
Directions: Circle the prefix in each of the words below.
6. incredible
7. misspell
8. undress
9. informal
10. disfigure
Choose the WordParent Directions: Have your child read each sentence and choose the word that makes the most sense in the sentence.
1. The waitress was clearly __________________ because she forgot half of our order.
experienced distaste taste inexperienced
2. I have tried to __________________ my cat from climbing on the table.
accurate inaccurate discourage courage
3. Rosco likes the adventure of traveling into the __________________.
known inaccurate accurate unknown
4. Martin avoided walking by the house that had the __________________ dog.
unlucky lucky friendly unfriendly
5. “The ugly brown grass in the park is a __________________!” my neighbor
complained.
misprint uneasy disgrace misfit
6. We wore jeans because the party was __________________.
inhuman human informal formal unaware
7. The advertisement for the action figure was __________________, since the
accessories were not included.
unknown lucky unlucky misleading
8. We tried to take the most __________________ route home so we would get home
too late to help clean the garage.
inexpensive expensive indirect discourage
Classroom Activity (BLM 7) Take-Home Activity (BLM 8)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
4 4
4 4
4 4
4 4
4 4
4 4
4 4
4 4
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfi t
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
disease
disgrace
dishonest
disorder
distaste
inaccurate
informal
inhuman
insane
misfortune
misleading
misprint
misunderstood
undress
unfasten
unknown
Word Cards (BLM 3) Word Cards (BLM 4)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
5 5
5 5
5 5
5 5
5 5
5 5
5 5
5 5
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Sorting for Prefixes in-, un-, dis-, mis-Parent Directions: Have your child write the meaning for each prefix in the top row of the chart. Then have your child read each word and place it in the correct chart column.
Word Bank misfit disapprove incredible mischief inaccuratedistrust uncommon discourage uneasy infrequentungrateful informal disrespect unexpected misstep
in- un-
Meaning: Meaning:
dis- mis-
Meaning: Meaning:
disbelief
discontinue
discourage
disfi gure
disprove
disrespect
incredible
indirect
mischief
misspell
misspoke
mistake
unfortunate
unfriendly
unlucky
untidy
Word Cards (BLM 5) Take-Home Activity (BLM 6)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
5 5
5 5
5 5
5 5
5 5
5 5
5 5
5 5
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Sorting for Prefixes in-, un-, dis-, mis-Parent Directions: Have your child write the meaning for each prefix in the top row of the chart. Then have your child read each word and place it in the correct chart column.
Word Bank misfit disapprove incredible mischief inaccuratedistrust uncommon discourage uneasy infrequentungrateful informal disrespect unexpected misstep
in- un-
Meaning: Meaning:
dis- mis-
Meaning: Meaning:
disbelief
discontinue
discourage
disfi gure
disprove
disrespect
incredible
indirect
mischief
misspell
misspoke
mistake
unfortunate
unfriendly
unlucky
untidy
Word Cards (BLM 5) Take-Home Activity (BLM 6)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
4 4
4 4
4 4
4 4
4 4
4 4
4 4
4 4
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfi t
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
disease
disgrace
dishonest
disorder
distaste
inaccurate
informal
inhuman
insane
misfortune
misleading
misprint
misunderstood
undress
unfasten
unknown
Word Cards (BLM 3) Word Cards (BLM 4)Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLCAnchor Chart (BLM 1) Category Cards (BLM 2)
Prefixes in-, un-, dis-, mis
Prefix = unit added to the beginning of a word
Base word = main part of a word to which a prefix is added
The spelling of the base word does not change when a prefix is added.
Prefix Meaning Example
in- not insincere
un- not or the opposite of uneasy
dis- not or the opposite of disconnect
mis- bad or badly misfortune
in- un-
dis- mis-
not or opposite of bad or badly
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLCAnchor Chart (BLM 1) Category Cards (BLM 2)
Prefixes in-, un-, dis-, mis
Prefix = unit added to the beginning of a word
Base word = main part of a word to which a prefix is added
The spelling of the base word does not change when a prefix is added.
Prefix Meaning Example
in- not insincere
un- not or the opposite of uneasy
dis- not or the opposite of disconnect
mis- bad or badly misfortune
in- un-
dis- mis-
not or opposite of bad or badly
Day 1 Students will:• Understand the function and meaning of prefixes and base
words• Understand the meaning of prefixes in- (“not”), un- (“not,
opposite of”), dis- (“not, opposite of”), and mis- (“bad, badly”)
• Read and write words with prefixes in-, un-, dis-, and mis-
Day 2 Students will:• Sort words by prefixes• Use and define words with prefixes in-, un-, dis-, and mis-
Materials:• Anchor Poster• BLM 2: Category Cards• BLM 4: Word Cards• BLM 6: Take-Home Activity• Teacher Category Cards—in-, un-, dis-, mis-• Teacher Word Cards—same as BLM 3
Day 3 Students will:• Sort words with prefixes in-, un-, dis-, and mis- according
to meaning• Use knowledge of meanings and spelling patterns of in-,
un-, dis-, and mis- words in sentences
Materials:• BLM 2: Category Cards• BLM 5: Word Cards• BLM 7: Classroom Activity• BLM 8: Take-Home Activity• Teacher Category Cards—not or opposite of, bad or badly• Teacher Word Cards—same as BLM 4
Day 4 Students will:• Identify words with prefixes in-, un-, dis-, and mis- in a
passage• Identify in-, un-, dis-, and mis- words that do not follow the
rules for changing the base word meanings• Write and spell words with in-, un-, dis-, and mis-
Materials:• BLM 9: Reading Passage• BLM 10: Spelling Dictation• BLM 11: Spelling Peer Check
Day 5 Students will:• Spell words using in-, un-, dis-, and mis-
Materials:• Quick-Check Assessment
Prefixes in-, un-, dis-, mis- Unit 1
Kit 3_Unit 1_TG.indd 1 6/10/10 8:22:38 PM
Five days of explicit instruction per Skill Bag
Unit Quick-Check Assessment for progress monitoring
©2010 Benchmark Education Company, LLC Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- 3
Assessment TipNotice which students are having difficulty identifying prefixes or creating meaningful sentences with this week’s words. Provide sample sentences that reinforce the spelling and meaning of the words.
If students are struggling with the spelling words, confirm whether the issue is with the spelling of the base word or with the addition of the prefix. Identify any spelling rules students need to review, and reteach those words to students.
Home/School ConnectionStudents can take home the list of spelling words and practice reading, writing, and spelling the words with a family member.
Apply
Have partners tell each other the meanings of the prefixes and how they change the meaning of the base words.
Spelling Words with PrefixesUnit Spelling Words: disrespect, disapprove, incredible, infrequent, mischief, misstep, uncommon, ungrateful
Write the word respect on the chalkboard. Say: When we respect someone, we hold them in esteem and think highly of them. Model combining the prefix dis- to the base word to spell the word disrespect. Say: When we add the prefix dis-, we change the meaning. Disrespect means the opposite of respect.
Repeat with the word approve, providing the meaning, and discussing how the meaning changes when we add the prefix dis-.
Point out that when we add the prefix dis- to base words, the spellings of the base words do not change.
Next write the word credible on the chalkboard. Discuss the meaning of the word. Model combining the prefix in- to the base word to spell the word: in- + credible = incredible. Ask students how the meaning of credible has changed by adding the prefix.
Explain that the prefixes in-, un-, and mis- change a word to the opposite or negative meaning. Demonstrate adding prefixes to base words to spell the words infrequent, mischief, misstep, uncommon, and ungrateful.
Remind students that words with the prefixes mis- and dis- should have only one s before the base word. Point out that words like misstep have a double s because the base word begins with s.
Have students read all the spelling words. Ask volunteers to create oral sentences using the words.
Have students copy the spelling words into their writing notebooks. Encourage students to watch for base words that are irregular or commonly misspelled, such as chief or grateful. Have partners check each other’s spelling. Then have them circle the prefixes in each word.
Kit 3_Unit 1_TG.indd 3 6/10/10 8:22:39 PM
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC2
Day OneSupporting ELsReview the meaning of the base words sincere, easy, connect, and fortune. Define the words using gestures, sketches, or pantomime where possible. Then, word by word, review the meaning, add the prefix, and show by X marks that the meaning of the words has changed to the opposite.
Repeat this process with other base words for challenging words from this lesson.
Blending PracticeIf some students have difficulty reading the words, help them read the words syllable by syllable. For example, write the word disconnect on the chalkboard. Point out the three vowels, each having a vowel sound, indicating three syllables. Show how you divide the word into syllables using the syllable pattern rule for dividing between consonants: dis/con/nect. Point out that the individual syllables are easier to read and are similar to short words they know. Model reading each syllable and then blending the syllables together: dis/con/nect: disconnect. Continue to support students who need help with blending throughout the week, using the example words used in the lesson.
Review Spelling i before e Except after c Focus Words: priest, neither, weigh, grief, conceit, sleigh
Write the focus words on the chalkboard. Ask students to read the words and determine the vowel sounds in each word and the letters that stand for those vowel sounds. Make sure students understand that ei can stand for the long e sound and the long a sound.
Introduce Prefixes in-, un-, dis-, mis-
Model
Write the following words on the chalkboard and read them aloud: insincere, uneasy, disconnect, misfortune. Explain that each of these words contains a base word and a prefix.
Define base words and prefixes. Say: A prefix is a set of letters added to the beginning of a base word. Prefixes change the meaning of the base word. A base word is the main word part.
Point to the in- in insincere and circle the base word. Say: In- is the prefix and sincere is the base word.
Ask students to define sincere. As needed, supply the definition “real, honest, or genuine.” Then explain that the prefix in- means “not.” Say: So insincere means “not sincere” or “not honest and genuine.” Adding the prefix gives the opposite meaning. The prefix in- has another meaning—”into”—as in information, for example. However, this unit will focus on the “not” meaning.
Explain to students that in this lesson they will be working with the prefixes in-, un-, dis-, and mis-. Say: All these prefixes change the base word to a negative meaning or to an opposite meaning. In- means “not.” Un- or dis- mean “not” or “the opposite of,” and mis- means “bad” or “badly.”
Guide
Ask a volunteer to come to the chalkboard and read the word uneasy. Have the student circle the prefix and the base word. Make sure students understand that the word describes a feeling that is “not easy.”
Repeat this activity with the words disconnect and misfortune.
On the chalkboard, draw four columns with the following heads: in-, un-, dis-, and mis-. Have students brainstorm words with these prefixes and write them on the chalkboard. Caution students to watch out for false prefixes in words such as uncle.
©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: 978-1-4509-0276-2
Kit 3_Unit 1_TG.indd 2 6/10/10 8:22:38 PM
U S I n G T H E C O M P O n E n T S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 15
Informal Observation
Use informal observations to note whether students are mastering the skills . If you are uncertain about a student’s confidence with a particular skill, call on that student to perform the task during the lesson and observe what he or she does . If you feel the student requires more practice, use the suggested mini-lessons provided for each unit . Throughout the unit, teacher assessment tips are provided to help you make observations about student progress . Analyze students’ writing samples for evidence of transfer to independent writing and for tangible evidence of spelling and vocabulary development .
Reproducible Tools, Activities & Home ConnectionsEvery unit has a corresponding blackline master booklet that includes all the reproducible tools and activities needed for instruction . A Home Connection activity for students to complete with their families is included with each unit .
Reproducible Tools, Activities, & Home Connections
WordStudyVocabulary
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
Spiral3
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfit
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
Word Cards (BLM 3)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Sorting for Prefixes in-, un-, dis-, mis-Parent Directions: Have your child write the meaning for each prefix in the top row of the chart. Then have your child read each word and place it in the correct chart column.
Word Bank misfit disapprove incredible mischief inaccurate distrust uncommon discourage uneasy infrequent ungrateful informal disrespect unexpected misstep
in- un-
Meaning: Meaning:
dis- mis-
Meaning: Meaning:
Take-Home Activity (BLM 6)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Choose the WordDirections: Read each sentence and choose the word that makes the most sense in the sentence.
1. The company decided to __________________ making the shampoo because it did
not sell well.
continue discontinue unexpected disorder order
2. “How can you find anything in this __________________?” my mom asked.
disorder order uncommon reasonable unreasonable
3. I did the wrong math problems because I __________________ the assignment.
read misread common uncommon misleading
4. “You can __________________ your seat belt now. The ride is over!” my brother said.
continue fasten unfasten discontinue misstep
5. Most people think that five hours of homework a night is __________________.
lucky unlucky mischief unreasonable disgrace
Directions: Circle the prefix in each of the words below.
6. incredible
7. misspell
8. undress
9. informal
10. disfigure
Classroom Activity (BLM 7)
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Unfriendly Plants
We usually think of plants as being passive and not moving. But this belief
is mistaken; some plants are very aggressive! People have introduced plants to
areas where they are not found naturally, under the unfortunate impression that
the plants would be helpful. They failed to realize that without the natural enemies
found in their native habitat, these plants could do more harm than good.
Kudzu is the king of unfriendly plants because it covers everything that has the
misfortune to be in its path. It grows so incredibly fast—up to a foot a day—that
some people say they can see it growing! While that may be an exaggeration,
kudzu has done a lot of unintended damage since it was introduced into the
United States.
In 1876, kudzu was first brought from Japan and shown at the Philadelphia
Exhibition. People mistakenly thought that kudzu would help farmers in the
southern U.S. It could be used as animal food and could keep their soil from
eroding and washing away. They knew that kudzu was fast growing, but this was
considered a benefit, not a disadvantage. It turns out that the plant did help slow
erosion, but it also caused a great deal of mischief by smothering native plants.
Kudzu is so dense that it blocks light from any plants underneath it, so they die. It
also proved a disappointment as a feed crop.
Both individuals and government agencies spend millions of dollars yearly to
try to keep kudzu under control. The plants do not seem susceptible to disease.
The only way to get rid of them is to pull them up by the roots. Since kudzu has
thrived in the south and is moving north, this may be an insurmountable task.
Reading Passage (BLM 9)
uNIT 1
Kit 3_Unit 1_BLM.indd 1 6/10/10 8:18:56 PM
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLCAnchor Chart (BLM 1)
Prefixes in-, un-, dis-, mis
Prefix = unit added to the beginning of a word
Base word = main part of a word to which a prefix is added
The spelling of the base word does not change when a prefix is added.
Prefix Meaning Example
in- not insincere
un- not or the opposite of uneasy
dis- not or the opposite of disconnect
mis- bad or badly misfortune
Kit 3_Unit 1_BLM.indd 2 6/10/10 8:18:57 PM Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfit
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
Word Cards (BLM 3)
Kit 3_Unit 1_BLM.indd 4 6/10/10 8:18:57 PM
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Choose the WordDirections: Read each sentence and choose the word that makes the most sense in the sentence.
1. The company decided to __________________ making the shampoo because it did
not sell well.
continue discontinue unexpected disorder order
2. “How can you find anything in this __________________?” my mom asked.
disorder order uncommon reasonable unreasonable
3. I did the wrong math problems because I __________________ the assignment.
read misread common uncommon misleading
4. “You can __________________ your seat belt now. The ride is over!” my brother said.
continue fasten unfasten discontinue misstep
5. Most people think that five hours of homework a night is __________________.
lucky unlucky mischief unreasonable disgrace
Directions: Circle the prefix in each of the words below.
6. incredible
7. misspell
8. undress
9. informal
10. disfigure
Classroom Activity (BLM 7)
Kit 3_Unit 1_BLM.indd 8 6/10/10 8:18:58 PM
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Sorting for Prefixes in-, un-, dis-, mis-Parent Directions: Have your child write the meaning for each prefix in the top row of the chart. Then have your child read each word and place it in the correct chart column.
Word Bank misfit disapprove incredible mischief inaccurate distrust uncommon discourage uneasy infrequent ungrateful informal disrespect unexpected misstep
in- un-
Meaning: Meaning:
dis- mis-
Meaning: Meaning:
Take-Home Activity (BLM 6)
Kit 3_Unit 1_BLM.indd 7 6/10/10 8:18:58 PM
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Unfriendly Plants
We usually think of plants as being passive and not moving. But this belief
is mistaken; some plants are very aggressive! People have introduced plants to
areas where they are not found naturally, under the unfortunate impression that
the plants would be helpful. They failed to realize that without the natural enemies
found in their native habitat, these plants could do more harm than good.
Kudzu is the king of unfriendly plants because it covers everything that has the
misfortune to be in its path. It grows so incredibly fast—up to a foot a day—that
some people say they can see it growing! While that may be an exaggeration,
kudzu has done a lot of unintended damage since it was introduced into the
United States.
In 1876, kudzu was first brought from Japan and shown at the Philadelphia
Exhibition. People mistakenly thought that kudzu would help farmers in the
southern U.S. It could be used as animal food and could keep their soil from
eroding and washing away. They knew that kudzu was fast growing, but this was
considered a benefit, not a disadvantage. It turns out that the plant did help slow
erosion, but it also caused a great deal of mischief by smothering native plants.
Kudzu is so dense that it blocks light from any plants underneath it, so they die. It
also proved a disappointment as a feed crop.
Both individuals and government agencies spend millions of dollars yearly to
try to keep kudzu under control. The plants do not seem susceptible to disease.
The only way to get rid of them is to pull them up by the roots. Since kudzu has
thrived in the south and is moving north, this may be an insurmountable task.
Reading Passage (BLM 9)
Kit 3_Unit 1_BLM.indd 10 6/10/10 8:18:58 PM
Word Card SheetsAnchor Chart Home Connection Activity
Classroom Activity Reading Passage
©2010 Benchmark Education Company, LLC Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- 3
Assessment TipNotice which students are having difficulty identifying prefixes or creating meaningful sentences with this week’s words. Provide sample sentences that reinforce the spelling and meaning of the words.
If students are struggling with the spelling words, confirm whether the issue is with the spelling of the base word or with the addition of the prefix. Identify any spelling rules students need to review, and reteach those words to students.
Home/School ConnectionStudents can take home the list of spelling words and practice reading, writing, and spelling the words with a family member.
Apply
Have partners tell each other the meanings of the prefixes and how they change the meaning of the base words.
Spelling Words with PrefixesUnit Spelling Words: disrespect, disapprove, incredible, infrequent, mischief, misstep, uncommon, ungrateful
Write the word respect on the chalkboard. Say: When we respect someone, we hold them in esteem and think highly of them. Model combining the prefix dis- to the base word to spell the word disrespect. Say: When we add the prefix dis-, we change the meaning. Disrespect means the opposite of respect.
Repeat with the word approve, providing the meaning, and discussing how the meaning changes when we add the prefix dis-.
Point out that when we add the prefix dis- to base words, the spellings of the base words do not change.
Next write the word credible on the chalkboard. Discuss the meaning of the word. Model combining the prefix in- to the base word to spell the word: in- + credible = incredible. Ask students how the meaning of credible has changed by adding the prefix.
Explain that the prefixes in-, un-, and mis- change a word to the opposite or negative meaning. Demonstrate adding prefixes to base words to spell the words infrequent, mischief, misstep, uncommon, and ungrateful.
Remind students that words with the prefixes mis- and dis- should have only one s before the base word. Point out that words like misstep have a double s because the base word begins with s.
Have students read all the spelling words. Ask volunteers to create oral sentences using the words.
Have students copy the spelling words into their writing notebooks. Encourage students to watch for base words that are irregular or commonly misspelled, such as chief or grateful. Have partners check each other’s spelling. Then have them circle the prefixes in each word.
Kit 3_Unit 1_TG.indd 3 6/10/10 8:22:39 PM
©2010 Benchmark Education Company, LLC Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- 3
Assessment TipNotice which students are having difficulty identifying prefixes or creating meaningful sentences with this week’s words. Provide sample sentences that reinforce the spelling and meaning of the words.
If students are struggling with the spelling words, confirm whether the issue is with the spelling of the base word or with the addition of the prefix. Identify any spelling rules students need to review, and reteach those words to students.
Home/School ConnectionStudents can take home the list of spelling words and practice reading, writing, and spelling the words with a family member.
Apply
Have partners tell each other the meanings of the prefixes and how they change the meaning of the base words.
Spelling Words with PrefixesUnit Spelling Words: disrespect, disapprove, incredible, infrequent, mischief, misstep, uncommon, ungrateful
Write the word respect on the chalkboard. Say: When we respect someone, we hold them in esteem and think highly of them. Model combining the prefix dis- to the base word to spell the word disrespect. Say: When we add the prefix dis-, we change the meaning. Disrespect means the opposite of respect.
Repeat with the word approve, providing the meaning, and discussing how the meaning changes when we add the prefix dis-.
Point out that when we add the prefix dis- to base words, the spellings of the base words do not change.
Next write the word credible on the chalkboard. Discuss the meaning of the word. Model combining the prefix in- to the base word to spell the word: in- + credible = incredible. Ask students how the meaning of credible has changed by adding the prefix.
Explain that the prefixes in-, un-, and mis- change a word to the opposite or negative meaning. Demonstrate adding prefixes to base words to spell the words infrequent, mischief, misstep, uncommon, and ungrateful.
Remind students that words with the prefixes mis- and dis- should have only one s before the base word. Point out that words like misstep have a double s because the base word begins with s.
Have students read all the spelling words. Ask volunteers to create oral sentences using the words.
Have students copy the spelling words into their writing notebooks. Encourage students to watch for base words that are irregular or commonly misspelled, such as chief or grateful. Have partners check each other’s spelling. Then have them circle the prefixes in each word.
Kit 3_Unit 1_TG.indd 3 6/10/10 8:22:39 PM
U S I n G T H E C O M P O n E n T S
16 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Support ToolsHigh-quality, durable, and motivating manipulatives are provided to support instruction .
Anchor Poster Chart
One laminated anchor poster is provided for each unit . The words on the poster introduce the targeted word study element .
[show image]
Word Cards
Three different sheets of lesson-specific word cards accompany each Skill Bag . Six copies of each sheet are provided and can be used for teacher modeling or for small-group and partner sorts and activities .
Word Sort Category Cards
One lesson-specific word sort category card sheet is included in each unit . This can be used on any surface where word sorting may occur .
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfit
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
Word Cards (BLM 3)
Kit 3_Unit 1_BLM.indd 4 6/10/10 8:18:57 PM
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLCCategory Cards (BLM 2)
in- un-
dis- mis-
not or opposite of bad or badly
Kit 3_Unit 1_BLM.indd 3 6/10/10 8:18:57 PM Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfit
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
Word Cards (BLM 3)
Kit 3_Unit 1_BLM.indd 4 6/10/10 8:18:57 PM
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfit
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
Word Cards (BLM 3)
Kit 3_Unit 1_BLM.indd 4 6/10/10 8:18:57 PM
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
3SpiralWordStudyVocabulary
©2010 Benchmark Education Company, LLC • 629 Fifth Avenue • Pelham, NY • 10803 • www.benchmarkeducation.com
unit 1
Prefixes in-, un-, dis-, misPrefix = unit added to the beginning of a word
Base word = main part of a word to which a prefix is added The spelling of the base word does not change when a prefix is added.
Prefix Meaning Example
in- not insincere
un- not or the opposite of uneasy
dis- not or the opposite of disconnect
mis- bad or badly misfortune
Kit 3_Anchor Posters.indd 1 6/16/10 2:31:21 PM
Word Study & Vocabulary 3: Unit 1: Prefixes in-, un-, dis-, mis- ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
disapprove
disconnect
distrust
inability
inexpensive
inexperienced
infrequent
insincere
misfit
misstep
unaware
uncomfortable
uncommon
uneasy
unexpected
ungrateful
Word Cards (BLM 3)
Kit 3_Unit 1_BLM.indd 4 6/10/10 8:18:57 PM
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 17
Flexible Use for Tiered InstructionWord Study & Vocabulary Skill Bags can be used in a variety of instructional settings to provide targeted instruction for whole-group, small-group, or intervention lessons . The following chart includes options for Tier One, Two, and Three instruction .
Instructional Setting Recommendations for Use
Tier One Core Instruction Daily whole-group lessons to support the 30-minute phonics/word study block . Teachers begin with the first lesson and follow the scope and sequence for the entire kit . Pre- and Post-Assessments for Feature Analysis help pinpoint specific needs and support differentiating word study instruction . Partner and independent activities for each unit provide meaningful learning for individual students who have not mastered the targeted skills .
Tier Two and Three Interventions
Daily 30-minute small-group intervention lessons . Using the results from the Initial Screening Assessment, students are placed into the kit at the appropriate developmental stage to meet their individual needs . Use the Initial Screening and Placement Assessment Forms A and B on pages 25–28 to identify the kit and specific lesson for placement .
Scheduling and PacingEach kit contains 32 Skill Bags, enough for an entire year of instruction . Each Skill Bag is designed for five days of instruction, 20–30 minutes per day . This lesson design provides explicit instruction that matches daily core and intervention time allocations . Use some or all of the activities, depending on the needs of your students . If you want students to work more quickly and learn a new element every three days, you can select just those activities that will benefit your students the most .
Promoting Word Awareness, Consciousness, and Word PlayEach unit includes suggestions for independent practice that promote word awareness and word play . Students engage in games and hands-on investigations to extend word-solving strategies and build vocabulary . Each kit has word study investigation lessons that spotlight a variety of words such as homographs, homophones, palindromes, portmanteau words, foreign words and phrases, and more .
Managing Instruction in the Phonics/Word Study block
18 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Scope and Sequence
Word Study & Vocabulary Scope and Sequence—Kit 3PrefixesUnit 1 Prefixes (in-, un-, dis-, mis-)Unit 2 Prefixes (pre-, fore-, post-, after-)Unit 3 Prefixes (re-, ex-, in-, de-)Unit 4 Prefixes (sub-, com-, pro-, en-)SuffixesUnit 5 Suffixes (-y, -ly, -ily)Unit 6 Comparative suffixes (-er, -est, -ier, -iest)Unit 7 Noun suffixes (-er, -or, -ian, -ist)Unit 8 Suffixes (-ment, -less, -ness)Unit 9 Suffixes (-ary, -ery, -ory)Unit 10 Suffixes (-ty, -ity)Unit 11 Suffixes (-al, -ial, -ic)Unit 12 Adjective suffixes (-ful, -ous, -ious)Unit 13 Verb suffixes (-en, -ize, -ify)Unit 14 Suffix -ion, no spelling changeUnit 15 Suffix -ion and -ian, no spelling changeUnit 16 Suffix -ion, e-drop, and spelling changeUnit 17 Suffixes -ation, -cation, -itionVowel and Consonant AlternationsUnit 18 Consonant alternationUnit 19 Vowel alternation: long to shortUnit 20 Vowel alternation: long to short or schwaUnit 21 Suffix -ity, vowel alternation, schwa to shortUnit 22 Vowel alternations: long, short, and schwaUnit 23 Suffix -ion, vowel alternation, spelling changeGreek and Latin ElementsUnit 24 Number prefixes (mono-, uni-, bi-, tri-)Unit 25 Size prefixes (micro-, mega-, super-, hyper-)Unit 26 Greek roots (tele, phon, photo, graph)Unit 27 Greek roots (geo, therm, scope, meter, logy)Unit 28 Latin roots (spect, port, form)Unit 29 Latin roots (dic, aud, vis)Word Study InvestigationsUnit 30 Words from other languagesUnit 31 Acronyms and Initializations Unit 32 Abbreviations
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 19
A variety of assessment tools are provided for initial screening and placement; for analysis of student strengths and needs; and for progress monitoring . The following chart provides recommendations for administering the assessments .
Assessments Purpose Frequency Initial Screening Assessments Identify students’ stages of
spelling development Beginning, middle, and end of the year (3 times a year)
Pre- and Post-Feature Analysis Assessments
Identify specific understandings of each word study element for a cluster of related skills/units
Before and after a variety of units with related features (8 times a year)
Unit Quick-Check Assessments
Identify mastery or areas where additional support is needed after a week of instruction
Weekly after completing each unit
Using Assessment results to Inform InstructionUse the results from the Initial Screening Assessment to determine where in the Word Study & Vocabulary Skill Bags you will begin instruction . These results highlight specific areas of need for each student . They can also be used to determine placement for intervention lessons and to identify specific needs for differentiation in Tier One core instruction . See the Initial Screening and Placement Assessment Forms A and B (pages 25–28) .
Storing and Managing AssessmentsCreate a Word Study & Vocabulary Assessment folder for each student . Collect and store the students’ Initial Screener and Pre- and Post-Assessments for Feature Analysis in the folders throughout the year . These assessments provide snapshots of each student’s understanding and growth over time . Store the Word Study & Vocabulary Assessment folders with student portfolios and other records . Unit Quick-Check Assessments can be sent home or stored in each student’s folder .
Word Study & Vocabulary Assessment Tools
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
20 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Initial Screening and Placement AssessmentsInstructions for Administering, Scoring, and Reporting ResultsAdminister the Initial Screening and Placement Assessments
1 . Make a copy of the student recording form (pages 22–23) .
2 . Administer the initial screening assessments to small groups of students at the same time or to your entire class . Note: Use the same word list for pre- and post-assessments . All students should begin with Form A . Based on their results, some students will continue the assessment using Form B .
3 . Explain to students that you will be calling out words one at a time and using each word in a sentence . Students are to write each word on their recording forms .
4 . Collect students’ recording forms after conducting the assessment .
Score the Initial Screening and Placement Assessments (The maximum score is 100 points, 2 points per word.)
1 . If the entire word is spelled correctly, score it as 2 points .
2 . If the word is misspelled but the feature is spelled correctly, score it as 1 point . (See underlined features of each word on the master word lists found on pages 25–28) .
3 . If the word and the feature are misspelled, score it as 0 points .
4 . Document any errors (misspelled words and/or features) .
5 . Total the score for the assessment . Record the total score at the bottom of the page .
Analyze Results and Plan for Instruction
1 . Analyze the results to determine each student’s level of understanding and/or appropriate placement for intervention lessons .
2 . Refer to the “If” and “Then” columns on the Initial Screening and Placement Assessment Forms A and B to find the units in the Word Study & Vocabulary Skill Bags that are recommended for intervention lessons .
3 . Look for evidence of transfer in students’ reading and writing for application of word study and vocabulary learning .
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 21
Student Score Recommendations
90–100% Administer Initial Screening and Placement Assessment Form B . Recommended placement in Kits 3 or 4 .
70–89% Develop differentiated instruction and provide additional supports as needed during lessons . Recommended placement in Kits 1 or 2 .
Below 70% Provide additional supports and intervention lessons to meet student needs . Note: For additional intervention lessons for students scoring below 70%, see also the Quick Phonics Assessment and Phonics Skill Bags from Benchmark Education .
Report Results from the Initial Screening and Placement Assessments
1 . Use the Initial Screening and Placement Class Summary Recording Form (page 24) to document learning over time . This form provides a summary of ongoing progress for the class throughout the school year .
2 . Use the summary to flexibly group students for appropriate continued learning and intervention .
3 . Color code student scores to identify small groups for additional support and intervention .
• For students who need moderate support, highlight their scores in yellow .
• For students who need intensive interventions and support, highlight their scores in pink (or red) .
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
22 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Initial Screening Student Recording/Scoring FormName: ________________________________________________________________ Date: _________________
Initial Screening Pretest Form A Initial Screening Posttest Form A
Initial Screening Pretest Form B Initial Screening Posttest Form B
_____ Total # Words Spelled Correctly _____ Total # Features Spelled Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
1 .
2 .
3 .
4 .
5 .
6 .
7 .
8 .
9 .
10 .
11 .
12 .
13 .
14 .
15 .
16 .
17 .
18 .
19 .
20 .
21 .
22 .
23 .
24 .
25 .
26 .
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 23
Initial Screening Student Recording/Scoring Form (cont’d)Name: ________________________________________________________________ Date: _________________
Initial Screening Pretest Form A Initial Screening Posttest Form A
Initial Screening Pretest Form B Initial Screening Posttest Form B
_____ Total # Words Spelled Correctly _____ Total # Features Spelled Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
27 .
28 .
29 .
30 .
31 .
32 .
33 .
34 .
35 .
36 .
37 .
38 .
39 .
40 .
41 .
42 .
43 .
44 .
45 .
46 .
47 .
48 .
49 .
50 .
Total Points (100 possible)
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
24 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Initial Screening and Placement Class Summary Recording Form
Teacher Name: _____________________________________________________ Grade Level: ____________
Student Names
Form A Pretest Form A Posttest Form B Pretest Form B Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 25
Initial Screening and Placement Assessment Form A
Word Feature If students answer...
Then provide instruction using...
1 . passport Compound Words
1 or both items incorrectly
Word Study & Vocabulary Kit 1, Unit 1
2 . one-sided Word Study & Vocabulary Kit 2, Unit 1
3 . swimming Inflectional Endings
1 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 2–9
4 . riding
5 . netted
6 . nosier
7 . halves
8 . grimmest Word Study & Vocabulary Kit 2, Units 2–3
9 . bison Open and Closed Syllables
1 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 10–14
10 . demand
11 . baggage
12 . fiber
13 . minnow
14 . crayon Vowel Patterns in Accented/Stressed Syllables
2 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 15–19
15 . miser
16 . molten
17 . humor
18 . dreadful Word Study & Vocabulary Kit 2, Units 4–15
19 . system
20 . nostril
21 . publish
22 . voyage
23 . rural
24 . charcoal
25 . mortal
26 . merit
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
26 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
27 . fumble Unaccented Syllables
1 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 20–24
28 . morsel
29 . rumor
30 . founder
31 . failure Unaccented Syllables
1 or more items incorrectly
Word Study & Vocabulary Kit 2, Units 16–20
32 . urchin
33 . trivet
34 . against
35 . obeyed
36 . census Consonants 1 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 25–27
37 . gallery
38 . academic
39 . conquer Consonants 1 or more items incorrectly
Word Study & Vocabulary Kit 2, Units 21–24
40 . muscle
41 . premix Affixes 1 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 28–31
42 . strangely
43 . fuzzier
44 . exclude Affixes 1 or more items incorrectly
Word Study & Vocabulary Kit 2, Units 25–29
45 . biceps
46 . foreground
47 . injury
48 . triangle
49 . certainly
50 . nonprofit
Initial Screening and Placement Assessment Form A (cont’d)
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 27
Initial Screening and Placement Assessment Form B
Word List Feature If students answer...
Then provide instruction using...
1 . misbehave Prefixes 1 or more items incorrectly
Word Study & Vocabulary Kit 3, Units 1–4
2 . aftermath
3 . demolish
4 . submit
5 . irrigate Prefixes 1 or more items incorrectly
Word Study & Vocabulary Kit 4, Units 5–9
6 . collide
7 . surrender
8 . opposite
9 . assorted
10 . inaccurate
11 . heavily Suffixes 1 or more items incorrectly
Word Study & Vocabulary Kit 3, Units 5–17
12 . dimmest
13 . musician
14 . emptiness
15 . grocery
16 . difficulty
17 . evidence Suffixes 1 or more items incorrectly
Word Study & Vocabulary Kit 4, Units 1–4
18 . occupancy
19 . reasonable
20 . believable
21 . assumption Vowel and Consonant Alternations
1 or more items incorrectly
Word Study & Vocabulary Kit 3, Units 18–23
22 . gravity
23 . volcanic
24 . indication
25 . majority
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
28 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
26 . universe Greek and Latin Elements
2 or more items incorrectly
Word Study & Vocabulary Kit 3, Units 24–29
27 . superhero
28 . photograph
29 . geology
30 . inspector
31 . audio
32 . quadruple Greek and Latin Elements
2 or more items incorrectly
Word Study & Vocabulary Kit 4, Units 10–26
33 . equality
34 . contradict
35 . eruption
36 . territory
37 . epidemic
38 . democracy
39 . primitive
40 . tripod
41 . security
42 . patriotic
43 . benefit
44 . produce
45 . genetic
46 . reception
47 . credentials
48 . fluctuate
49 . biological
50 . sectional
Initial Screening and Placement Assessment Form B (cont’d)
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 29
Pre- and Post-Assessments for Feature AnalysisThese assessments are additional tools for determining student needs and progress over time . Teachers can select from a variety of assessment options that target a related group of units by similar features (or skills) .
Assessment options include:
• Spelling • Reading
Choose which assessment form to administer to students . See pages 40–45 for the Master Word Lists .
Assessment Purpose Frequency
Form A: Spelling Pre- and Post-Assessment
Identify features for a related set of skills that students can spell correctly before and after instruction .
Before and after teaching a related set of skills (8 times a year)
Form B: Reading Pre- and Post-Assessment
Identify features for a related set of skills that students can read correctly before and after instruction .
Before and after teaching a related set of skills (8 times a year)
Spelling Pre- and Post-Assessments • Form AInstructions for Administering, Scoring, Analyzing, and Reporting Results
Administer the Spelling Pre- and Post-Assessments
1 . Make a copy of the Spelling Pre- and Post-Assessment Student Form A (page 46) .
2 . Administer the pre- and post-assessment to small groups of students at the same time or to your entire class . Note: Use the same word list for pre- and post-assessment .
3 . Explain to students that you will be calling out words one at a time and using each word in a sentence . Students are to write each word on their recording forms .
4 . Collect students’ recording forms at the end of the assessment .
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
30 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Score the Spelling Pre- and Post-Assessments
The maximum score is 20 points, 2 points per word .
1 . If the entire word is spelled correctly, score it as 2 points .
2 . If the word is misspelled but the feature is spelled correctly, score it as 1 point . (See underlined features of each word on the Master Word Lists found on pages 40–45 .)
3 . If the word and the feature are misspelled, score it as 0 points .
4 . Document any errors (misspelled words and/or features) .
5 . Total the score for the assessment . Record the total score at the bottom of the page .
Analyze Results and Plan for Instruction
1 . Analyze the results to determine if the student has mastered the unit skills or needs further instruction, reinforcement, or practice .
2 . Look for evidence of transfer in students’ reading and writing for application of word study and vocabulary learning .
Pre-Assessment Results
Student Score Next Steps
18 to 20 points
Enrichment, Independent Level
Student has control of the unit skills . Provide enrichment and more challenging activities to support continued learning .
14 to 17 points
Moderate Support, Instructional Level
Student has control of many of the unit skills . Provide reinforcement for areas of need through differentiated instruction . Identify specific skills needing additional support . Re-assess to determine mastery or the need for additional interventions .
0 to 13 points
Intervention, Frustrational/ Challenging Level
Student is in need of instruction for most of the unit skills . Provide additional reinforcement and intervention lessons to support learning . Re-assess to determine mastery or the need for additional interventions . Continue to provide additional supports and differentiated instruction throughout the unit .
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 31
W O R D S T U D Y & V O C A B U L A R Y A S S E S S M E N T T O O L S
34 WordStudyVOCABULARY Start 1 ©2010 Benchmark Education Company, LLC
Unit 1 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Unit 1: Compound Words
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
Post-Assessment Results
Student Score Next Steps
18 to 20 points
Enrichment, Independent Level
Student has mastered the unit skills . Provide enrichment and more challenging activities to support continued learning . Proceed to the next unit of study .
14 to 17 points
Moderate Support, Instructional Level
Student has control of many of the unit skills . Provide reinforcement for areas of need . Identify specific skills needing additional support . Re-assess to determine mastery or the need for additional interventions . Proceed to the next unit of study .
0 to 13 points
Intervention, Frustrational/ Challenging Level
Student is in need of additional instruction of most of the unit skills . Provide additional reinforcement and intervention lessons to support learning . Re-assess to determine mastery or the need for additional interventions . Continue to provide additional supports and differentiated instruction in the next unit of study .
Report Results from the Spelling Pre- and Post-Assessments
1 . Use the Pre- and Post-Assessment Class Summary sheets (pages 34–39) to document learning over time . These forms provides a summary of ongoing progress for the class throughout the school year .
2 . Use the summary to flexibly group students for appropriate continued learning and intervention .
3 . Color code student scores to identify small groups for additional support and intervention .
4 . For students who need moderate support, highlight their scores in yellow .
5 . For students who need intensive interventions and support, highlight their scores in pink (or red) .
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
32 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Reading Pre- and Post-Assessments Instructions for Administering, Scoring, Analyzing, and Reporting Results (Form B)
Administer the Reading Pre- and Post-Assessments
1 . Make a copy of Student Recording Form B (pages 47–48) and the matching Teacher Recording Form B (pages 49–54) .
2 . Administer the pre- or post-assessment to individual students . Note: use the same word list for pre- and post-assessments .
3 . Explain to students that you will be giving them a list of words to read . As they read the list, you will record if they read each word or parts of each word correctly . You will use what you learned to support their learning in the upcoming lessons .
4 . Collect student recording forms at the end of the assessment .
Score the Reading Pre- and Post-Assessments
The maximum score is 20 points, 2 points per word .
1 . If the entire word is read correctly, score it as 2 points .
2 . If the feature is read correctly, score it as 1 point . Note: the feature may be read correctly even if the entire word is not read correctly . (See underlined features of each word on the Master Word Lists found on pages 40–45 .)
3 . If the word and the feature are misread, score it as 0 points .
4 . Document any errors (mispronounced words and/or features) .
5 . Total the score for the assessment . Record the total score at the bottom of the page .
Analyze Results and Plan for Instruction
1 . Analyze the results to determine if the student has mastered the unit skills or needs further instruction, reinforcement, or practice .
2 . Look for evidence of transfer in students’ reading and writing for application of word study and vocabulary learning .
W O R D S T U D Y & V O C A B U L A R Y A S S E S S M E N T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Start 1 47
Reading Pre- and Post-Assessment Student Form B
UNIT 1:
earthquakemeanwhileundergroundkeyboardalongsidesomehowbookmarklifelongbackfireoneself
UNITS 2–4:
talkingtapinghopingbowledmailedbowlingnamingshoppingmarkedclapped
UNITS 5–9:
blendedfedmassesloavesspyinggainedwroteindexesmicestraying
UNITS 10–14:
bottleexplainclimatecrueldenyingtennisdessertsirenmeteorreplied
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 33
Pre-Assessment Results
Student Score Next Steps
18 to 20 points
Enrichment, Independent Level
Student has control of the unit skills . Provide enrichment and more challenging activities to support continued learning .
14 to 17 points
Moderate Support, Instructional Level
Student has control of many of the unit skills . Provide reinforcement for areas of need through differentiated instruction . Identify specific skills needing additional support . Re-assess to determine mastery or the need for additional interventions .
0 to 13 points
Intervention, Frustrational/ Challenging Level
Student is in need of instruction for most of the unit skills . Provide additional reinforcement and intervention lessons to support learning . Re-assess to determine mastery or the need for additional interventions . Continue to provide additional supports and differentiated instruction throughout the unit .
Post-Assessment Results
Student Score Next Steps
18 to 20 points
Enrichment, Independent Level
Student has mastered the unit skills . Provide enrichment and more challenging activities to support continued learning . Proceed to the next unit of study .
14 to 17 points
Moderate Support, Instructional Level
Student has control of many of the unit skills . Provide reinforcement for areas of need . Identify specific skills needing additional support . Re-assess to determine mastery or the need for additional interventions . Proceed to the next unit of study .
0 to 13 points
Intervention, Frustrational/ Challenging Level
Student is in need of additional instruction of most of the unit skills . Provide additional reinforcement and intervention lessons to support learning . Re-assess to determine mastery or the need for additional interventions . Continue to provide additional supports and differentiated instruction in the next unit of study .
Report Results from the Reading Pre- and Post-Assessments
1 . Use the Pre- and Post-Assessment Class Summary sheets (pages 34–39) to document learning over time . These forms provides a summary of ongoing progress for the class throughout the school year .
2 . Use the summary to flexibly group students for appropriate continued learning and intervention .
3 . Color code student scores to identify small groups for additional support and intervention . For students who need moderate support, highlight their scores in yellow . For students who need intensive interventions and support, highlight their scores in pink (or red) .
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
34 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Units 1–4 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 1–4: Prefixes
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 35
Units 5–11 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 5–11: Suffixes
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
36 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Units 12–17 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 12–17: Suffixes
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 37
Units 18–23 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 18–23: Vowel and Consonant Alternations
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
38 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Units 24–29 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 24–29: Greek and Latin Elements
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 39
Units 30–32 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 30–32: Word Study Investigations
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
40 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Pre- and Post-Assessments
Master Word Lists for Feature Analysis Units 1–4: Prefixes
Units 1–4 Form A (Spelling Pre- and Post-Assessment)
1 . indent 6 . mislead
2 . preheat 7 . preview
3 . reclaim 8 . remind
4 . subway 9 . foremost
5 . disagree 10 . compound
Units 1–4 Form B (Reading Pre- and Post-Assessment)
1 . undone 6 . unable
2 . forewarn 7 . postpone
3 . incomplete 8 . enforce
4 . projector 9 . informal
5 . mistake 10 . explore
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 41
Master Word Lists for Feature Analysis (cont’d)
Units 5–11: Suffixes
Units 5–11 Form A (Spelling Pre- and Post-Assessment)1 . certainly 6 . grouchy
2 . speaker 7 . sponsor
3 . defenseless 8 . culinary
4 . contrary 9 . validity
5 . electricity 10 . commercial
Units 5–11 Form B (Reading Pre- and Post-Assessment)
1 . eagerly 6 . directly
2 . pianist 7 . politician
3 . trickery 8 . placement
4 . organic 9 . critical
5 . fondness 10 . realistic
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
42 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Master Word Lists for Feature Analysis (cont’d)
Units 12–17: Suffixes
Units 12–17 Form A (Spelling Pre- and Post-Assessment)
1 . plentiful 6 . gracious
2 . enlighten 7 . immunize
3 . disruption 8 . digestion
4 . discussion 9 . multiplication
5 . indentation 10 . electrician
Units 12–17 Form B (Reading Pre- and Post-Assessment)
1 . victorious 6 . joyous
2 . organize 7 . horrify
3 . expression 8 . invention
4 . pollution 9 . magician
5 . inscription 10 . tension
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 43
Master Word Lists for Feature Analysis (cont’d)
Units 18–23: Vowel and Consonant Alternations
Units 18–23 Form A (Spelling Pre- and Post-Assessment)
1 . consumption 6 . criminal
2 . athletic 7 . stability
3 . relative 8 . resident
4 . dictation 9 . isolation
5 . wisdom 10 . originality
Units 18–23 Form B (Reading Pre- and Post-Assessment)
1 . invitation 6 . exploration
2 . formality 7 . locality
3 . position 8 . academic
4 . circulation 9 . vibration
5 . excellent 10 . national
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
44 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Master Word Lists for Feature Analysis (cont’d)
Units 24–29: Greek and Latin Elements
Units 24–29 Form A (Spelling Pre- and Post-Assessment)
1 . unicycle 6 . biweekly
2 . megawatt 7 . telephoto
3 . headphone 8 . information
4 . thermos 9 . dictate
5 . transform 10 . kilometer
Units 24–29 Form B (Reading Pre- and Post-Assessment)
1 . tripod 6 . bifold
2 . microscope 7 . supernatural
3 . telethon 8 . ecology
4 . transport 9 . verdict
5 . visible 10 . spectator
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 45
Master Word Lists for Feature Analysis (cont’d)
Units 30–32: Word Study Investigations
Units 30–32 Form A (Spelling Pre- and Post-Assessment)
1 . sugar 6 . Dr .
2 . NASA 7 . AWOL
3 . Mr . 8 . St .
4 . jungle 9 . hamster
5 . LASER 10 . PIN
Units 30–32 Form B (Reading Pre- and Post-Assessment)
1 . tundra 6 . handsome
2 . SCUBA 7 . ATM
3 . Ave . 8 . Co .
4 . USA 9 . tsp .
5 . oz . 10 . ESP
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
46 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Spelling Pre- and Post-Assessment Student Form A
Name: ___________________________________________________________________ Date: ____________
Units _____________________________________________________________ Pretest Posttest
_____ Total # Words Spelled Correctly _____ Total # Features Spelled Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
1 .
2 .
3 .
4 .
5 .
6 .
7 .
8 .
9 .
10 .
Total Points (20 possible)
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 47
Reading Pre- and Post-Assessment Student Form B
UNITS 1–4:
undoneforewarnincompleteprojectormistakeunablepostponeenforceinformalexplore
UNITS 5–11:
eagerlypianisttrickeryorganicfondnessdirectlypoliticianplacementcriticalrealistic
UNITS 12–17:
victoriousorganizeexpressionpollutioninscriptionjoyoushorrifyinventionmagiciantension
UNITS 18–23:
invitationformalitypositioncirculationexcellentexplorationlocalityacademicvibrationnational
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
48 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Reading Pre- and Post-Assessment Student Form B (cont’d)
UNITS 24–29:
tripodmicroscopetelethontransportvisiblebifoldsupernaturalecologyverdictspectator
UNITS 30–32:
tundraSCUBAAve .USAoz .handsomeATMCo .tsp .ESP
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 49
Reading Pre- and Post-Assessment Teacher Recording Form BUnits 1–4: Prefixes
Name: ___________________________________________________________________ Date: ____________
Units: _____________________________________________________________ Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . undone
2 . forewarn
3 . incomplete
4 . projector
5 . mistake
6 . unable
7 . postpone
8 . enforce
9 . informal
10 . explore
Total Points (20 possible)
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
50 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Reading Pre- and Post-Assessment Teacher Recording Form BUnits 5–11: Suffixes
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . eagerly
2 . pianist
3 . trickery
4 . organic
5 . fondness
6 . directly
7 . politician
8 . placement
9 . critical
10 . realistic
Total Points (20 possible)
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 51
Reading Pre- and Post-Assessment Teacher Recording Form BUnits 12–17: Suffixes
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . victorious
2 . organize
3 . expression
4 . pollution
5 . inscription
6 . joyous
7 . horrify
8 . invention
9 . magician
10 . tension
Total Points (20 possible)
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
52 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Reading Pre- and Post-Assessment Teacher Recording Form BUnits 18–23: Vowel and Consonant Alternations
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . invitation
2 . formality
3 . position
4 . circulation
5 . excellent
6 . exploration
7 . locality
8 . academic
9 . vibration
10 . national
Total Points (20 possible)
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 53
Reading Pre- and Post-Assessment Teacher Recording Form BUnits 24–29: Greek and Latin Elements
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . tripod
2 . microscope
3 . telethon
4 . transport
5 . visible
6 . bifold
7 . supernatural
8 . ecology
9 . verdict
10 . spectator
Total Points (20 possible)
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
54 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Reading Pre- and Post-Assessment Teacher Recording Form BUnits 30–32: Word Study Investigations
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . tundra
2 . SCUBA
3 . Ave .
4 . USA
5 . oz .
6 . handsome
7 . ATM
8 . Co .
9 . tsp .
10 . ESP
Total Points (20 possible)
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 55
Unit Quick-Check AssessmentsUnit Quick-Check Assessments provide unit-specific assessments to determine mastery and student needs on a weekly basis . Quick-Check Assessments can be used to form flexible groups in need of enrichment or intervention . These assessment tools provide ongoing progress monitoring for documenting student growth and learning over time .
Instructions for Administering, Scoring, Analyzing, and Reporting ResultsAdminister and Score the Unit Quick-Check Assessment
1 . Make a copy of the student Quick-Check Assessment found on page 8 of the Teacher’s Guide for each unit .
2 . Administer the Quick-Check Assessments to students after completing each unit .
3 . Score the correct responses and total the number correct out of the possible score for each Unit Quick-Check .
Analyze Results and Plan for Instruction
1 . Analyze the results to determine if the student has mastered the unit skills or needs further instruction, reinforcement, or practice .
2 . Look for evidence of transfer in students’ reading and writing for application of word study and vocabulary learning .
Student Score Next StepsEnrichment
90–100%
Student has mastered the unit skills . Provide enrichment and more challenging activities to support continued learning . Proceed to the next unit of study .
Moderate Support
70–89%
Student has control of many of the unit skills . Provide reinforcement for areas of need . Identify specific skills needing additional support . Re-assess to determine mastery or the need for additional interventions . Proceed to the next unit of study .
Intervention
0–69%
Student is in need of additional instruction of most of the unit skills . Provide additional reinforcement and intervention lessons to support learning . Re-assess to determine mastery or the need for additional interventions . Continue to provide additional supports and differentiated instruction in the next unit of study .
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
56 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Reporting Results from the Quick-Check Assessment
1 . Use the Unit Quick-Check Assessments Class Summary sheets (pages 57–60) to document learning over time . These forms provide a summary of ongoing progress for the class throughout the school year .
2 . Use the summary to flexibly group students for appropriate continued learning and intervention .
3 . Color code student scores to identify small groups for additional support and intervention . For students who need moderate support, highlight their scores in yellow . For students who need intensive interventions and support, highlight their scores in pink (or red) .
©2010 Benchm
ark Education Com
pany, LLC59
Units 1–8 Quick-Check Assessments Class SummaryTeacher Name: ____________________________________________________________ Grade Level: _________
Student NamesUnit 1 Date
Administered:
Unit 2 Date
Administered:
Unit 3 Date
Administered:
Unit 4 Date
Administered:
Unit 5 Date
Administered:
Unit 6 Date
Administered:
Unit 7 Date
Administered:
Unit 8 Date
Administered:
WordStudyVOCABULARY Start 1
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 57
Un
its
1–8
Qu
ick-C
heck
Ass
ess
men
ts C
lass
Su
mm
ary
Teac
her
Nam
e: _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
G
rad
e Le
vel:
____
____
_
Stu
den
t N
ames
Un
it 1
D
ate
Ad
min
iste
red
:
Un
it 2
D
ate
Ad
min
iste
red
:
Un
it 3
D
ate
Ad
min
iste
red
:
Un
it 4
D
ate
Ad
min
iste
red
:
Un
it 5
D
ate
Ad
min
iste
red
:
Un
it 6
D
ate
Ad
min
iste
red
:
Un
it 7
D
ate
Ad
min
iste
red
:
Un
it 8
D
ate
Ad
min
iste
red
:
58 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Un
its
9–1
6 Q
uic
k-C
heck
Ass
ess
men
ts C
lass
Su
mm
ary
Teac
her
Nam
e: _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
G
rad
e Le
vel:
____
____
_
Stu
den
t N
ames
Un
it 9
D
ate
Ad
min
iste
red
:
Un
it 1
0
Dat
e
Ad
min
iste
red
:
Un
it 1
1 D
ate
Ad
min
iste
red
:
Un
it 1
2
Dat
e
Ad
min
iste
red
:
Un
it 1
3
Dat
e
Ad
min
iste
red
:
Un
it 1
4
Dat
e
Ad
min
iste
red
:
Un
it 1
5
Dat
e
Ad
min
iste
red
:
Un
it 1
6 D
ate
Ad
min
iste
red
:
©2010 Benchmark Education Company, LLC 59WordStudyVOCABULARY Spiral 3
Un
its
17
–24 Q
uic
k-C
heck
Ass
ess
men
ts C
lass
Su
mm
ary
Teac
her
Nam
e: _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
G
rad
e Le
vel:
____
____
_
Stu
den
t N
ames
Un
it 1
7
Dat
e
Ad
min
iste
red
:
Un
it 1
8
Dat
e
Ad
min
iste
red
:
Un
it 1
9 D
ate
Ad
min
iste
red
:
Un
it 2
0
Dat
e
Ad
min
iste
red
:
Un
it 2
1
Dat
e
Ad
min
iste
red
:
Un
it 2
2
Dat
e
Ad
min
iste
red
:
Un
it 2
3
Dat
e
Ad
min
iste
red
:
Un
it 2
4 D
ate
Ad
min
iste
red
:
60 WordStudyVOCABULARY Spiral 3 ©2010 Benchmark Education Company, LLC
Un
its
25
–32 Q
uic
k-C
heck
Ass
ess
men
ts C
lass
Su
mm
ary
Teac
her
Nam
e: _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
G
rad
e Le
vel:
____
____
_
Stu
den
t N
ames
Un
it 2
5
Dat
e
Ad
min
iste
red
:
Un
it 2
6
Dat
e
Ad
min
iste
red
:
Un
it 2
7 D
ate
Ad
min
iste
red
:
Un
it 2
8 D
ate
Ad
min
iste
red
:
Un
it 2
9
Dat
e
Ad
min
iste
red
:
Un
it 3
0
Dat
e
Ad
min
iste
red
:
Un
it 3
1
Dat
e
Ad
min
iste
red
:
Un
it 3
2 D
ate
Ad
min
iste
red
:
Dear Parent/Guardian,
This year your child will participate in the Word Study & Vocabulary program from Benchmark Education Company. Although word study is only one of the many daily literacy activities in our classroom, this instruction provides students with a valuable tool in the complex task of learning to read, comprehend, and enjoy a variety of texts.
In Word Study & Vocabulary lessons, students learn strategies for decoding, spelling, and understanding the meaning of multisyllabic words. Every week we’ll review and practice previously taught skills and explore important new ones. Students will also participate in frequent, brief assessments in spelling, word meaning, and word analysis so that we can immediately address learning needs. You have an important role in this process as well. Watch for a Home Connection activity each week, and please continue to read to and with your child each day.
I look forward to an exciting year of learning, and I thank you for your help as your child learns to read longer and more difficult texts. Don’t hesitate to contact me with any questions or concerns.
Sincerely,
©2010 Benchmark Education Company, LLC
©2010 Benchmark Education Company, LLC
Estimado(a) señor(a):Durante el transcurso de este año su hijo participará en el programa de vocabulario y el estudio de palabras de Benchmark Education Company. Aunque el estudio de palabras es sólo una de las actividades cotidianas en nuestra aula, esta destreza sirve como una herramienta clave en la tarea compleja de formar a un lector comprensivo que disfrute de una variedad de textos.
En las lecciones de estudio de palabras y de vocabulario, el estudiante aprende a descodificar las palabras, a deletrear con confianza y a comprender el significado de palabras difíciles. Cada semana repasaremos destrezas de la semana anterior y aprenderemos destrezas nuevas. También el estudiante participará en evaluaciones breves y frecuentes de ortografía, significado y análisis de palabras para que podamos remediar cualquier duda en su momento. Usted tendrá un papel importante en este proceso. Usted recibirá una actividad de Participación de los padres cada semana y, por favor, siga leyendo con su hijo a diario.
Anticipo un año emocionante de aprendizaje y quisiera agradecérselo a usted de antemano, el papel integral que desempeñará en ayudar a su hijo a aprender a leer textos cada vez más complejos. Me despido de usted cordialmente y le reitero que estoy a sus órdenes para cualquier aclaración o duda.
Atentamente
B i B l i o g r a p h y
©2010 Benchmark Education Company, LLC
BibliographyAdams, M. J. Beginning to Read: Thinking and Learning About Print. Cambridge: MIT Press, 1990.
Allen, J. Words, Words, Words: Teaching Vocabulary in Grades 4–12. York: Stenhouse, 1999.
Baumann, J. F., E. C. Edwards, G. Font, C. A. Tereshinksi, E. J. Kame’enui, and S. Olejnik. “Teaching morphemic and contextual analysis to fifth-grade students.” Reading Research Quarterly 37 (2) (April/May/June 2002): 150–176.
Bear, D. R., M. Invernizzi, S. Templeton, & F. Johnston. Words Their Way: Word Study for Phonics, Spelling, and Vocabulary Instruction. Columbus: Merrill/Macmillan, 2008.
Beck, I. L., M. G. McKeown, and L. Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press, 2002.
Blevins, W. Teaching Phonics & Word Study in the Intermediate Grades: A Complete Sourcebook. New York: Scholastic, 2001.
Cunningham, P. M. Phonics They Use: Words for Reading and Writing. Boston: Allyn & Bacon, 2005.
Ehri, L. C., and J. Rosenthal. “Spelling of words: A neglected facilitator of vocabulary learning.” Journal of Literacy Research 39 (4) (2007): 389–409.
Farstrup, A. E., and S. J. Samuels, eds. What Research Has to Say About Vocabulary Instruction. IRA, 2008
Ganske, K. Mindful of Words: Spelling and Vocabulary Explorations 4–8. New York: The Guilford Press, 2008.
Ganske, K. Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction. New York: The Guilford Press, 2000.
Ganske, K. Word Sorts and More: Sound, Pattern, and Meaning Explorations K-3. New York: The Guilford Press, 2006.
Moats, L. “How spelling supports reading: and why it is more regular and predictable than you may think.” American Educator (2005/2006 Winter): 12–16, 20–22, 42–43.
Nagy, W. E., & J. A. Scott. “Vocabulary processes.” In M. Kamil, P. Mosenthal, P. D. Pearson, and R. Barr, eds. The handbook of reading research (Vol. 3, 269–284). New York: Longman, 2000.
National Institute of Child Health and Human Development. Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: U.S. Government Printing Office, 2006.
Snow, C. E., S. Burns, and P. Griffin. Preventing Reading Difficulties in Young Children. Washington, D.C.: National Academies Press, 1998.
Stahl, S. A., and W. E. Nagy. Teaching Word Meanings. Mahwah: Lawrence Erlbaum Associates, 2006.
Zutell, J. “Word sorting: A developmental spelling approach to word study for delayed readers.” Reading & Writing Quarterly 14 (1998): 219–238.
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
&3SpiralWordStudy
Vocabulary
® ® 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
Overview
AssessmentHandbook
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
WordStudyVocabulary Skill Bags
Everything you need to teach ONE SKILL is at your fingertips in EACH bag!128 ready-to-use Skill Bags make it easy to assess needs, target skills, and build success.
• Effective: build word study and phonics skills to improve spelling, reading, and vocabulary
• Flexible: can be used sequentially or to target instruction
• Time-saving: step-by-step instruction saves prep time
Ideal for Grades 3–8+
Classroom Use or Tiered
Intervention
Beginning Syllables and Affixes
32 Skill BagS
1Start
Advanced Syllables and Affixes
32 Skill BagS
2Build
32 Skill BagSBeginning Derivational
Constancy
3Spiral
32 Skill BagSAdvanced Derivational
Constancy
4Extend