Adding Suffix -ity to Base Words Ending in -al or -ile. When -ity is added to a base word ending in -al or -ile: schwa changes to a short vowel sound

Transcription

1 B Anchor Chart (BLM 1) Classroom Activity (BLM 7) Word Cards (BLM 4) Spelling Dictation (BLM 10) Directions: Read the sentences. Choose either the base word or the related word to complete the sentence. Remember that adding the suffix -ity changes the meaning and usage of the base word. Category Cards (BLM 2) Word Cards (BLM 5) Take-Home Activity (BLM 8) Spelling Peer Check (BLM 11) Parent Directions: Have your child read the sentence and choose the word with the correct meaning to fit in the blanks. Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your spelling words. Word Cards (BLM 3) Take-Home Activity (BLM 6) Reading Passage (BLM 9) Parent Directions: Using the word bank, have your child find each base word that contains the schwa sound and ends in -al or -ile and write it on the chart under the appropriate heading. Then he or she should find the related word that has a short vowel sound and ends in -ity and write it on the chart under the same heading. WordStudy Spiral 3 Vocabulary Day 1 Day 2 Day 3 Day 4 Day 5 Lesson Objectives Understand that adding the suffix -ity changes the schwa sound to a short vowel sound Read and write words with the suffix -ity whose base word vowel sound changes from schwa to short Articulate the rule for dropping the final e before adding the suffix -ity Sort words by the spelling of the alternating vowel Sort words by endings -al, -ile, or -ity Materials: Anchor Poster BLM 2: Category Cards BLMs 3 4: Word Cards BLM 6: Take-Home Activity Teacher Category Cards -al, -ile, -ity Teacher Word Cards mental, versatile, mobility Sort words by usage Use knowledge of the meaning and usage of words to complete sentences Materials: BLM 2: Category Cards BLM 5: Word Cards BLM 7: Classroom Activity BLM 8: Take-Home Activity Teacher Category Cards Noun, Adjective Teacher Word Cards general, generality, actual, centrality, original Identify words in a passage with / l/ spelled -al and -ile and words with suffix -ity Write and spell words with the suffix -ity and schwa to short vowel alternation Materials: BLM 9: Reading Passage BLM 10: Spelling Dictation BLM 11: Spelling Peer Check Correctly spell words with the suffix -ity and schwa to short vowel alternation Materials: Quick-Check Assessment Suffix -ity with Vowel Alternation Schwa to Short Adding Suffix -ity to Base Words Ending in -al or -ile When -ity is added to a base word ending in -al or -ile: schwa changes to a short vowel sound word changes from an adjective to a noun accented syllable changes Adjective, Noun, Schwa Sound Short Vowel Sound = per/son/al/i/ty per/son/al + ity men/tal + ity = men/tal/i/ty hos/tile e ity = hos/til/i/ty + mo/bile e + ity = mo/bil/i/ty Anchor Chart (BLM 1) Category Cards (BLM 2) Word Cards (BLM 3) Word Cards (BLM 4) Word Cards (BLM 5) Take-Home Activity (BLM 6) Classroom Activity (BLM 7) Take-Home Activity (BLM 8) Review Words New Words Sentence agile agility fragile fragility frugal frugality legal legality Choose the Word Supervisors look for employees who are and responsible. punctual punctuality Serena is, so she doesn t buy expensive clothes. frugal frugality Fred was worried about the of his contract with the shipping company. legal legality 4. The dancers amazed the audience with their technique and. music musicality 5. Gymnasts must be flexible and to perform the feats they do. agile agility 6. Sean did not want the tofu taco because it wasn t his dinner. normal normality 7. Mrs. Smith was concerned about the of the project when she found out how much it cost. practical practicality 8. The students handled the egg with care to keep it from breaking. fragile fragility Spelling Dictation musical musicality normal normality practical practicality punctual punctuality Spelling Peer Check Second Try (if needed) Spelling Dictation (BLM 10) Spelling Peer Check (BLM 11) actual actuality central centrality final finality formal formality First Try Noun -ity -ile Choose the Word Mia is for class because she does not want to miss any information. punctual punctuality Alex has a large savings account because of his. frugal frugality Lawyers help people when they have problems. legal legality 4. The cardinal s song was very and pleasing to listen to. musical musicality 5. Marcos was impressed by the of the acrobats. agile agility 6. Abby did the same thing every day and was bored with the of her life. normal normality 7. The robot that the students built was entertaining, but it did not have a use. practical practicality 8. The museum kept the fossil in a special room because of the of the bones. fragile fragility general generality individual individuality local locality original originality Adjective -al Correct Spelling brutal brutality fatal fatality fertile fertility hostile hostility Sorting for Schwa to Short Word Bank brutal versatile mobility personal hostility versatility mental mobile fertility brutality personality hostile fertile mentality -al with Schwa brutal -ile with Schwa The Origin of Silk mental mentality mobile mobility personal personality versatile versatility -al with Short Vowel brutality -il e + Short Vowel Silk is an elegant fabric that was first made centuries ago in countries in Asia. All of the original silk fabrics were woven there, because the silkworms that produced silk were found only in that locality. As people became more mobile, they brought silkworms to other areas and the silk industry spread. Silkworms today are extinct in the wild. They can survive only in silkworm farms, as they have lost the ability to fly in their moth phase. Also, almost all types of silkworms eat only mulberry leaves, of which they must have a constant supply. Like all insects, silkworms go through normal stages as they develop. During one stage, the caterpillars form cocoons. The cocoons are woven from silk fibers. During the final stage, the moths come out of the cocoons. The cocoons left behind are processed and the fine silk threads are taken from them. The threads are woven into silk fabric. The type of silkworm the silk comes from affects the type of silk that can be made. However, all of the individual types of silk are alike in general ways: the fibers feel fragile but are strong, they are lightweight, and they have a lustrous sheen. The first uses of silk were in more formal garments. Today, clothing designers and fiber artists use silk in all kinds of creative ways that show their originality and individuality. Artists also paint on silk, and it is used in other ways that highlight its versatility. Reading Passage (BLM 9) Additional Materials: Word Study Notebooks Pocket Chart Dictionaries (Days 1, 2, 3) Unit 21 e n c h m a r k E d u c a t i o n C o m p a n y

2 Day One Supporting ELs Point out to Spanish-speaking English Learners that many Spanish words ending in -dad relate to an English word that ends in -ity, for example: la personalidad/ personality; la mentalidad/mentality; la fertilidad/fertility; la formalidad/ formality; la fatalidad/fatality. Write the words on the chalkboard and have students explain the meaning of the Spanish word using simple words or pantomime. Use simple words and gestures to explain the meaning of the English word. Review Vowel Alternation Long to Short or Schwa Focus Words: convene, convention, know, knowledge, compete, competition, define, definition Write the word pairs convene/convention and know/knowledge on the chalkboard and read them aloud. Ask students to identify the vowel alternation they hear in each word pair. Review that the long vowel sound in the accented syllable of certain base words can alternate to short or schwa when word endings are added. Repeat the procedure with the remaining focus words. Blending Practice If some students have difficulty reading the words, help them read the words syllable by syllable. Write the word actuality on the chalkboard. Point out that the word has four vowels and four vowel sounds, so it has four syllables: ac/tu/al/i/ty. Model how you apply your knowledge of vowel patterns to read each syllable and blend them together. Point out that it is easier to read long words when you decode them syllable by syllable. Introduce Adding Suffix -ity with Vowel Alternation Schwa to Short Model Remind students that when the suffix -ity is added to a base word, it changes the base word s meaning. Then point out that adding -ity also changes the vowel sound of the unaccented final syllable in the base word from schwa to short. Write the words personal and personality on the chalkboard. Read the words aloud and have students repeat the words. Say: The unaccented final syllable in the base word personal has the schwa sound. When the suffix -ity is added to the base word, the final syllable of the base word becomes accented and the vowel sound becomes short. Read the words again and underline the schwa sound in personal and circle the short vowel sound in personality. Discuss the change in meaning when -ity is added. Say: Personal is an adjective that ends in -al. When the suffix -ity is added, the word becomes a noun. Guide. 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: Write the words hostile and hostility on the chalkboard. Have a volunteer read aloud hostile and identify and underline the vowel sound in the unaccented final syllable (schwa). Have another volunteer read aloud hostility and identify and circle the vowel sound in the now accented syllable (schwa to short i). Reinforce the rule that when the suffix -ity is added to a base word, the final syllable of the base word becomes accented and the vowel changes from schwa to short. Ask students how the meaning and usage of the base word changed when the suffix -ity was added. 2

3 Apply Write the words mental and mentality on the chalkboard and have students write the words in their word study notebooks. Have partners identify and underline the schwa sound in mental and then identify and circle the short vowel sound in mentality. Below the words, have students write a sentence explaining how the usage and meaning of each word changed when the suffix -ity was added. Encourage students to use dictionaries. Spelling Words with Vowel Alternation Unit Spelling Words: personal, personality, hostile, hostility, mental, mentality, fertile, fertility Write the word pairs personal/personality and hostile/hostility on the chalkboard. Point out that even though the schwa sound in the -al syllable in personal changes to a short a sound in personality, the spelling doesn t change. Then point out that the base word hostile ends in e. Explain that when the suffix -ity is added to a base word that ends in e, the e is dropped because the suffix begins with a vowel. Assessment Tip Notice which students have difficulty identifying the unaccented schwa sound and how it changes to an accented short vowel sound when the suffix -ity is added to the base word. You may want to work with these students, using simple word pairs to review the concept of schwa to short vowel alternation when the suffix -ity is added to a base word. Home/School Connection Students can take home a list of the spelling words and practice reading, writing, and spelling the words with a family member. Write the remaining spelling words on the chalkboard and read them with students. Remind students that base words ending in -e drop the -e before adding -ity. Ask volunteers to use a spelling word in an oral sentence. Have students copy the spelling words in their word study notebooks. Ask partners to check each other s spellings. Tell students to underline the vowel that spells the schwa sound in the base word and circle the vowel that changes to a short sound when the suffix -ity is added. 3

4 Day Two Closed Sort -al -ile -ity mental brutal fatal personal Buddy Sort versatile fertile hostile mobile mentality brutality fatality personality versatility fertility hostility mobility Base Word Related Word -al -ile -ity frugal legal musical normal practical punctual fragile agile Home/School Connection frugality legality musicality normality practicality punctuality fragility agility Have students take home BLM 6 to complete with a family member. Students can also take home the word cards and share their sorts with a family member. Supporting ELs Because some ELs may not have someone at home who speaks English well enough to work with them on BLM 6, make sure that they understand the directions. Also pronounce and define each word for them Review Suffix -ity with Vowel Alternation Schwa to Short Display the anchor poster and ask volunteers to explain in their own words how base words ending in -al or -ile change when the suffix -ity is added. Write the word pairs fatal/fatality and fragile/fragility on the chalkboard. Have students turn to a partner and identify how the vowel sound and meaning changed when the suffix -ity was added to the base words. Closed Sort Teacher Word Cards: mental, versatile, mobility Teacher Category Cards: -al, -ile, -ity Place the category cards next to each other in the pocket chart. Hold up the word card mental and model how to sort it according to the ending. Think aloud: I hear the schwa sound in this word. I see that al spells the schwa sound in mental. I will put this word under the category -al because -al spells the schwa sound. Hold up the word card versatile. Ask students to read the word and tell how the schwa sound is spelled. Ask students if the word card should be placed under the -al or -ile category card. Place the card underneath the -ile card. Say: The schwa sound in versatile is spelled -ile. It belongs under the -ile category card. Hold up the word card mobility. Ask students to identify the ending suffix and tell you where to place the word in the pocket chart. Give students the word cards from BLM 3 and the -al, -ile, and -ity category cards from BLM Ask them to sort the words into the correct category and have them identify the spelling of the schwa sound in the words that have the schwa. Meaning. Write the word mobile on the chalkboard. Point out that the word mobile is a homograph with several meanings. Examine the different meanings of mobile. Have students write a sentence for each meaning of mobile. Also point out that mobile has different pronunciations. Have students find the word mobile in a dictionary and identify the different pronunciations of the word. Buddy Sort Have student pairs use the word cards from BLM 4. Have one student match a base word with its related word. Then have the second student match the next base word with its related word. When all the word pairs have been matched, have pairs draw a three-column chart with the labels -al, -ile, and -ity. Have pairs sort the words according to the categories in the columns. 4

5 Day Three Meaning Sort Teacher Word Cards: general, generality, actual, centrality, original Teacher Category Cards: Noun, Adjective Remind students that adding the suffix -ity changes the meaning and usage of the base word. Place the words general and generality in a pocket chart next to each other. Say the words aloud. Write these sentences and read them aloud. Allison gave us a general idea about her project, but not many specific details. William speaks only in generalities, without specific examples. Have students identify the part of speech for general and generality. (General is an adjective, generality is a noun.) Place the correct category card (Noun and Adjective) over each word in the pocket chart. Repeat with the remaining teacher words. Give pairs of students the Noun and Adjective category cards from BLM 2 and the word cards from BLM 5. Then have partners take turns sorting the words into the correct category. If they have difficulty, have them use a dictionary to find the meaning of the word. Applying Meaning. Give students BLM 7 and ask them to complete the cloze activity, choosing the word with the correct meaning and usage. Assessment Tip Use students completed BLM 7 to assess their understanding of which word to use based on usage. Note whether they need more practice in determining if the word is an adjective or a noun. Providing Support ELs and struggling readers may have difficulty completing BLM 7 on their own. Have them work with a partner and a dictionary to read and complete it. Meaning Sort Noun actuality centrality finality formality generality individuality locality originality Adjective actual central final formal general individual local original Home/School Connection Give students BLM 8 to complete with a family member. Explain that they are to do the same thing they did on BLM 7 in class. Supporting ELs Make sure that ELs understand what to do on BLM 8 and the meanings of the words since there may not be anyone at home who speaks English well enough to help them complete it. 5

6 Day Four Providing Support Instead of having students read the passage independently, place students in small groups of mixed reading abilities and have them choral-read the passage straight through. Then have them work as a team to find examples of long to short vowel changes and long to schwa vowel changes. The Origin of Silk Silk is an elegant fabric that was first made centuries ago in countries in Asia. All of the original silk fabrics were woven there, because the silkworms that produced silk were found only in that locality. As people became more mobile, they brought silkworms to other areas and the silk industry spread. Silkworms today are extinct in the wild. They can survive only in silkworm farms, as they have lost the ability to fly in their moth phase. Also, almost all types of silkworms eat only mulberry leaves, of which they must have a constant supply. Like all insects, silkworms go through normal stages as they develop. During one stage, the caterpillars form cocoons. The cocoons are woven from silk fibers. During the final stage, the moths come out of the cocoons. The cocoons left behind are processed and the fine silk threads are taken from them. The threads are woven into silk fabric. The type of silkworm the silk comes from affects the type of silk that can be made. However, all of the individual types of silk are alike in general ways: the fibers feel fragile but are strong, they are lightweight, and they have a lustrous sheen. The first uses of silk were in more formal garments. Today, clothing designers and fiber artists use silk in all kinds of creative ways that show their originality and individuality. Artists also paint on silk, and it is used in other ways that highlight its versatility. Answer Key Reading Passage (BLM 9) Home/School Connection Have students take the reading passage on BLM 9 home to read to a family member and point out the words with the suffix -ity and identify the vowel that stands for the short vowel sound. Supporting ELs Make sure ELs know the meanings of the spelling words. Before student pairs use BLM 11, have the partners tell each other oral sentences using the spelling words. Word Hunt Give each student a copy of the passage on BLM 9. Tell them that they will read the passage and circle the words that contain the suffix -ity. After students have completed the word hunt, ask volunteers to share the words they found. Then ask students to reread the passage, this time underlining words that have the schwa sound spelled -al or -ile. Ask pairs of students to begin a three-column list of words in their word study notebooks one column of words with the suffix -ity, another of words with the schwa sound spelled with -al, and another of words with the schwa sound spelled with -ile. They can start the lists by using the words in the passage. Then ask the pairs to look through other texts, looking for words with the suffix -ity to add to the lists. After students have had a chance to develop their lists, discuss with them which of their lists have the most words. Ask what this tells them about the spelling of the schwa sound. Spelling Dictation Give students Spelling Dictation (BLM 10). Dictate the following words from last week s spelling words to students, one at a time, and have students write them on their BLMs: custody, definition, position. Dictate the following words from this week s unit, one at a time, having students write them on the BLMs: hostile, personality, versatility. Dictate the following sentence and have students write it on their papers: The mobility of cell phones makes them practical but, in general, I find them annoying. Write the words and sentence on the chalkboard and have students self-correct their papers. Spelling Practice Give pairs of students Spelling Peer Check (BLM 11). While one student reads the spelling words from his or her word study notebook, the other student writes the words in the First Try column. After the second student has spelled the words, the first student places a check mark next to words spelled correctly. For the second try, the first student may prompt the second student by sounding out the words that were spelled incorrectly the first time. If the second spelling attempt is correct, the first student places a check mark in the Second Try column. Then students switch roles. 6

7 Day Five Spelling Assessment Use the following procedure to assess students spelling of the unit spelling words: Say a spelling word and use it in a sentence. Have students write the word on their papers. Continue with the remaining words on the list. When students have finished, collect their papers and analyze their spelling of the words. Use the assessment to plan small-group or individual practice. Quick-Check Assessment Assess students mastery of suffix -ity vowel alternation from schwa to short using the Quick-Check for Unit 2 Unit 21 Quick-Check: Suffix -ity with Vowel Alternation Schwa to Short Answer Questions Directions: In each pair, underline the word with the schwa vowel sound and circle the word with the short vowel sound. hostile mobility versatile fatality personality mental musical normality frugal finality Apply Directions: In the space below, list three to five words you know that have the suffix -ity. Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category. Accented First Syllable frugal Accented Second Syllable frugality Word Bank frugal, hostility, locality, frugality, legal legality legal, local, local locality mentality, legality, mental, hostile mental mentality hostile hostility Think and Write about Suffix -ity with Vowel Alternation Schwa to Short Directions: In the space below, explain how understanding that adding the suffix -ity changes vowel sounds from schwa to short helps you as a reader, speller, and writer. Answer Key Unit 21 Quick-Check Suggestions for Independent Practice Write the Words. Have students make up meaningful cloze sentences that use words from the word cards. Students can exchange sentences and try to complete them. Speed Read. Have pairs of students select up to twenty word cards and read the words to each other. Then have them take turns reading the words while the other student times their reading with a stopwatch. Guess My Word. Have pairs of students work as a team against other pairs of students. Have students place the word cards facedown in a pile. One member of a team draws a card without his or her partner seeing. The student then tries to draw clues for his or her partner to guess the word. The pairs have one minute to guess the word. If they guess it correctly, they get a point. Then the next pair repeats the process. Crossword Puzzle. Students can work with a partner to make a crossword puzzle that uses some of the words from the word cards. Pairs can swap their puzzles with another pair. Answer Key BLM 6 -al with Schwa brutal personal mental -ile with Schwa versatile mobile hostile fertile Answer Key BLM 7 punctual frugal legality 4. musicality Answer Key BLM 8 punctual frugality legal 4. musical -al with Short Vowel brutality personality mentality -ile e + Short Vowel versatility mobility hostility fertility 5. agile 6. normal 7. practicality 8. fragile 5. agility 6. normality 7. practical 8. fragility 7

8 Unit 21 Quick-Check: Suffix -ity with Vowel Alternation Schwa to Short Answer Questions Directions: In each pair, underline the word with the schwa vowel sound and circle the word with the short vowel sound. hostile mobility versatile fatality personality mental musical normality frugal finality Apply Directions: In the space below, list three to five words you know that have the suffix -ity. Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category. Accented First Syllable Accented Second Syllable Word Bank frugal, hostility, locality, frugality, legal, local, mentality, legality, mental, hostile Think and Write about Suffix -ity with Vowel Alternation Schwa to Short Directions: In the space below, explain how understanding that adding the suffix -ity changes vowel sounds from schwa to short helps you as a reader, speller, and writer.