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Everything you need to teach ONE SKILL is at your ... · WordStudy Spiral3 Vocabulary ® ® B ... VCe patterns, r-controlled vowel patterns, ... Text passages Each unit includes a

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&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

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 Assessment

HAndbOOk

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)

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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

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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

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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

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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

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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 .

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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) .

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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 .

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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)

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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:

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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

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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)

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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

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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)

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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 .

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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 .

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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) .

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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 .

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Reading Pre- and Post-Assessment Student Form B

UNIT 1:

earthquakemeanwhileundergroundkeyboardalongsidesomehowbookmarklifelongbackfireoneself

UNITS 2–4:

talkingtapinghopingbowledmailedbowlingnamingshoppingmarkedclapped

UNITS 5–9:

blendedfedmassesloavesspyinggainedwroteindexesmicestraying

UNITS 10–14:

bottleexplainclimatecrueldenyingtennisdessertsirenmeteorreplied

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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) .

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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:

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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:

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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:

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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:

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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:

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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:

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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

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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

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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

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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

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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

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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

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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

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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

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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)

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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)

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©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)

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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

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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

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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:

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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

©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Spiral 3 63

n O T E S

n O T E S

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B i B l i o g r a p h y

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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.

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&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