Plural Endings. Words ending in e: Add -s. -ies. lunch + es = lunches. house + s = houses. brush + es = brushes. face + s = faces

Transcription

1 Anchor Chart (BLM 1) Word Cards (BLM 4) Classroom Activity (BLM 7) Spelling Dictation (BLM 10) Directions: Read each sentence and then write the correct word in the blank line. Category Cards (BLM 2) Word Cards (BLM 5) Take-Home Activity (BLM 8) Spelling Peer Check (BLM 11) Parent Directions: Have your child read each sentence and then write the correct word in the blank line. 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: Have your child read each word in the word bank and then sort it into the category that shows the correct plural ending. Ask your child to tell how to spell the singular form of each word. Parent Directions: Have your child use the following sentence pattern to write three sentences on the back of this paper, each using a different word from the word bank. WordStudy Vocabulary 1Start Adding Plural Endings -es, -ies Day 1 Day 2 Day 3 Day 4 Day 5 Lesson Objectives Understand that words with plural endings indicate more than one of something Recognize plural endings Recognize the singular form of plural words Understand that plural endings of -s, -es, and -ies add a new syllable to the singular word Anchor Poster Recognize and understand rules for forming plural endings Correctly use the singular and plural forms of words in oral sentences Sort words with plural endings in correct categories Anchor Poster BLM 2: Category Cards BLM 3: Word Cards BLM 6: Take-Home Activity Teacher Category Cards -es, -s, -ies Teacher Word Cards pages, bushes, stories, days Recognize words with plural endings Spell the singular form of plural words Understand the rules for forming plurals Choose the correct forms of words to complete sentences BLM 2: Category Cards BLMs 4 5: Word Cards BLM 7: Classroom Activity BLM 8: Take-Home Activity Teacher Category Cards -ch, -sh, -ss, -x Recognize words with plural endings in the reading passage Write singular forms of plural words Correctly spell the dictated spelling words BLM 9: Reading Passage BLM 10: Spelling Dictation BLM 11: Spelling Peer Check Correctly spell the words with plural endings Quick-Check Assessment Words ending in e: Add -s house + s = houses face + s = faces Words ending in vowel + y: Add -s tray + s = trays key + s = keys 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 ashes boxes brushes churches dishes ditches dresses glasses Plural Endings Finish the Sentence I had two for my house, but then I lost one. key keys We had one reading this morning and this afternoon we ll have two reading. class classes Words ending in ch, sh, ss, x: Add -es lunch + es = lunches brush + es = brushes glass + es = glasses box + es = boxes Words ending in consonant + y: Change the y to i and add -es baby y + i + es = babies worry y + i + es = worries I wondered if we would see several wild or just one that is always hanging around the woods. turkey turkeys 4. Mom has several that she enjoys, but my favorite is painting. hobby hobbies 5. The mother had a litter of six baby. fox foxes 6. Should I wait for one or several? minute minutes Spelling Dictation guesses kisses leashes saxes sketches taxes wishes Spelling Dictation (BLM 10) Spelling Peer Check (BLM 11) bodies breezes buses eyelashes hobbies houses mattresses minutes First Try -s -es -ies -sh -x Finish the Sentence Are we going to stay at our Grandmother s house for one or several? day days All of the were singing together, but I could only hear the soprano. voice voices Dad set up one picnic, but it wasn t enough so he had to set up more. bench benches 4. In the story, a group of worked together to help the youngest solve the mystery. spy spies 5. Mom told me I just needed one on my bed, but I thought two would be softer. mattress mattresses 6. I got a new and my brother and sister got new, too. watch watches Spelling Peer Check Second Try (if needed) papers pennies sandwiches spies trays turkeys watches worries ch -ss Correct Spelling babies benches boys bushes changes classes crashes days faces families foxes lunches pages passes stories voices Word Bank breezes ditches hobbies keys sketches houses worries voices sandwiches boys faces dishes boxes buses families -s -es -ies At first we saw one, but later we saw three. What Do Schools Have in Common? Each school in the United States is special because it has its own students, teachers, and a principal who belong only to that school. Each school has a name, and it stands in a place all its own. But there are lots of things schools have in common, too. It makes no difference if they are in towns or cities or far away from both. Schools usually have cafeterias where students gather to eat their lunches, whether it is sandwiches or something else like pizza. Some schools also have rooms for art, music, and computers. Students have classes in math, reading, science, and social studies. Students all over the country carry backpacks to school, filled with homework, books, pencil boxes, and lunches. During the school day, in good weather, kids usually get to spend time outside on a playground. Many schools have after-school clubs for hobbies, homework, and sports. Fifty years from now, the people who are babies today will be all grown up. What will schools be like then? Will kids still go to classes in school buildings? Will anyone still eat peanut butter and jelly sandwiches for lunch? Will teachers send homework to kids by texting and will kids still turn the pages of books? We can all make guesses. It is impossible to know for sure. But one thing will always be true about schools in our country: they will always be places where kids can learn, read, think, and grow. Reading Passage (BLM 9) Additional Word Study Notebooks Pocket Chart Unit 7 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

2 Day One Supporting ELs To help students understand plural endings show them one object and then more than one of the same object to demonstrate the plural. For example, show one box and then more than one box. As you show each object, write the singular and then the plural form of the word on the chalkboard. Blending Practice Tell students that when -es is added to words to make the plural, the plural ending creates a new syllable. This is also the case when -s is added to words that end in s like house. Explain that the new syllable will have either the /ez/ sound like in dishes or the /z/ sound as in babies. If some students have difficulty reading the words, help them read the words syllable by syllable. For example, point to the word crashes on the chalkboard. Show how you divide the word before the plural ending crash/es. Read each syllable and then blend the syllables together: crash/es: crashes. Continue to support students who need help with blending throughout the week, using the example words used in the lesson. Review Unusual Past Tense Words Focus Words: threw, caught, kept Write the following sentence on the chalkboard and read it aloud: When Brad threw the ball in the air, his dog caught it and kept on running. Have students name the words in the sentence that are unusual past tense words. Remind them that unusual past tense words have a spelling change from their present tense form. Have students say the present tense form of each past tense word and explain how the spelling of the present tense changed to make the past tense form. Introduce Adding Plural Endings -es, -ies Model Tell students they will be learning how to form plural endings. Remind them that plural endings tell them that there is more than one of something. Write the words boy, face, lunch, and story on the chalkboard and use them to demonstrate the rules for creating the plural forms of words. As you refer to letters in the words, underline them on the chalkboard. Write the plural form next to each word. Say: To make words plural, we add -s, -es, or -ies. Look at the word boy. To make this word plural, we just add -s: boys. The word face has a silent e. To make face plural, we add -s. The word lunch ends with -ch. To make lunch plural, we, add -es to make lunches. The word story ends with a consonant and the letter y. When a word ends in consonant + -y, we change the y to i and add -es to make stories. Guide Write the words house, pass, penny, and stay on the chalkboard. Guide students to tell what they need to do to make these words plural. As students tell you, write the plural forms next to the words on the chalkboard. Apply Write page, buzz, baby, and day on the chalkboard. Tell students to turn to a neighbor and take turns stating how to make the plural form of each word.. 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:

3 Spelling Words with Plural Endings Unit Spelling Words: trays, minutes, classes, boxes, lunches, stories, families, pennies Write the singular form of the spelling words on the chalkboard: tray, minute, class, box, lunch, story, family, penny. Focus on groups of the spelling words as you show how to write the plural form of each word next to it on the chalkboard. Say: Look at the first two words. To make tray and minute into plural words, all I have to do is add -s. Look at the word class. It has two s s at the end. We add -es to words that end in double s, like grasses, passes, and classes. Box ends with an x. We also add -es to words that end in x, like boxes and foxes. We also add -es to words that end in ch like lunches, churches, watches. Assessment Tip Monitor students to make sure that they can recognize the plural endings and understand the rules for adding plural endings. Also note if students can identify the singular form of each plural word. Home/School Connection Students can take home a list of spelling words and practice reading, writing, and spelling the words with a family member. The last three words end with the letter y. To make these words plural, we need to drop the y and then add -ies: stories, families, pennies. Show students the anchor poster and review the rules for adding plural endings to different types of words. Point out that words that end with a consonant and the letter e do not drop the e. They just add -s. Have students notice that adding -s to words like house, voice, and change creates a second syllable. Have students write each spelling word and the singular form of each word in their word study notebooks. Have them circle the plural endings. 3

4 Day Two Teacher Tip If students need more practice with plural endings, use word equations to help them understand how to change the singular form of a word into the plural word for example, page + -s = pages, bush + -es = bushes, story y + -ies = stories, day + -s = days. Teacher-Directed Sort -s -es -ies pages days bushes stories -s -es -ies pages faces changes boys voices days bushes lunches classes benches foxes passes crashes stories babies families Home/School Connection Have students take home BLM 6 to complete with a family member. Students can also take home the word cards and share their sorts with a family member. Supporting ELs Because some ELs may not have someone at home who speaks English well enough to work with them on BLM 6, make sure that they understand what they are supposed to do on the BLM. Review Adding Plural Endings -es, -ies Show students the anchor poster and review the rules for adding plural endings to words. Write the words faces, classes, bodies, lunches, and keys on the chalkboard. Ask students to match the words with the rule on the anchor chart. Have students work with a partner to say each plural word and the singular form of each word. Ask them to use both the singular and plural words in oral sentences. Teacher-Directed Sort Teacher Word Cards: pages, bushes, stories, days Teacher Category Cards: -es, -s, -ies Place the category cards in a row in the pocket chart. As you model sorting the plural endings, place each word card under the correct category heading. Hold up each word card, one at a time. Think aloud: When I look at the word pages, I see that it has an -es on the end of the word. I also know that the singular of pages is page and that it ends with a silent letter e. So I can tell that pages fits under the -s category because we just add -s to words that end in e. Days is another word where I just add -s. The word days has a vowel before the y. I know that I just need to add -s to make it plural. The word bushes ends with -es. Bushes has a vowel and two consonants before the -es. When a word follows this rule, I know to just add -es to make it plural. When I look at the word stories, I see an -ies. This tells me that the y in story was changed to an i before the -es was added. Spelling. Have students write the headings from the category cards in the pocket chart in their word study notebooks. Then have them write their spelling words in the appropriate category. Tell students they will be sorting each plural word into the category that shows how each plural word was formed. Have students work with a partner. Give each pair of students the category cards from BLM 2 and the word cards on BLM Tell them to take turns sorting each word into the correct category. Remind them to think about the rules for creating plural endings. 4

5 Day Three Teacher Category Cards: -ch, -sh, -ss, -x Place the category cards in the pocket chart. Write the words benches, bushes, classes, and foxes on the chalkboard. Say: These words were part of our sort yesterday. They were words that we sorted into the -es category. Today we are going to sort words according to how the -es was added to the words. Circle the ch in benches. Say: The word bench ends with the consonant digraph -ch. We add -es to words that end with -ch to make them plural. Circle the sh in bushes. Say: The word bush ends with the consonant digraph -sh. We also add -es to words that end with -sh. Circle the ss in classes. Say: The word class ends with the double -s, so we add -es to words that end like this. Circle the x in foxes. Say: The word fox ends with -x. When we make words that end in -x plural, we add -es. Give pairs of students the category cards for -ch, -sh, -ss, and -x on BLM 2, as well as the word cards on BLM 4. Ask pairs to sort the words according to the spelling of the base words. Independent Sort For extra practice with plurals, after students have sorted the words on BLM 4 for spelling, they can sort the words on BLM 5 for endings -ies, -es, or -s. Applying Meaning. Give students BLM 7 and complete the cloze, choosing the correct words to complete the sentences. -ch -sh -ss -x ditches churches sketches dishes ashes brushes leashes wishes Independent Sort glasses kisses guesses dresses -es -ies -s watches eyelashes mattresses sandwiches spies worries pennies bodies hobbies taxes boxes saxes buses houses turkeys papers trays minutes breezes Assessment Tip Note which students understand plural endings and are able to sort words with plural endings into the correct categories. Continue to monitor to see if students can also spell the singular form of each plural word. Providing Support ELs and struggling readers may have difficulty completing BLM 7 on their own. Have them work with a partner to read and complete it. Home/School Connection Give students BLM 8 to complete with a family member. Explain that they are to do the same thing they did on BLM 7 in class. Supporting ELs Make sure that ELs understand what to do on BLM 8 since there may not be anyone at home who speaks English well enough to help them complete it. 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 words with plural endings. What Do Schools Have in Common? Each school in the United States is special because it has its own students, teachers, and a principal who belong only to that school. Each school has a name, and it stands in a place all its own. But there are lots of things schools have in common, too. It makes no difference if they are in towns or cities or far away from both. Schools usually have cafeterias where students gather to eat their lunches, whether it is sandwiches or something else like pizza. Some schools also have rooms for art, music, and computers. Students have classes in math, reading, science, and social studies. Students all over the country carry backpacks to school, filled with homework, books, pencil boxes, and lunches. During the school day, in good weather, kids usually get to spend time outside on a playground. Many schools have after-school clubs for hobbies, homework, and sports. Fifty years from now, the people who are babies today will be all grown up. What will schools be like then? Will kids still go to classes in school buildings? Will anyone still eat peanut butter and jelly sandwiches for lunch? Will teachers send homework to kids by texting and will kids still turn the pages of books? We can all make guesses. It is impossible to know for sure. But one thing will always be true about schools in our country: they will always be places where kids can learn, read, think, and grow. 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 plural endings. 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 Tell students they will be going on a word hunt to find words with plural endings. Give each student a copy of the reading passage on BLM 9. Remind students that plural endings are formed by adding -s to words that end with a silent e, adding -es to words that have a vowel and at least two consonants, changing the y to i and then adding -es to words that end with a consonant and letter y, and adding -s to words with a vowel before the letter y. Have students write each plural-ending word in their word study notebooks and then write the singular form of each word beside the plural word. 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: wrote, slept, threw. Dictate the following words from this week s unit, one at a time, having students write them on the BLMs: classes, minutes, pennies. Dictate the following sentence and have students write it on their papers: While we are eating our lunches, we take a few minutes to tell stories about our families. 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 plural endings -es and -ies using the Quick-Check for Unit 7. Unit 7 Quick-Check: Adding Plural Endings -es, -ies Answer Questions Directions: Read each word in the left column and then draw a line from the word to the correct plural ending. sneezes turkeys guesses 4. hobbies Apply -es -s y to i + -es Directions: In the space below, list four words you know with plural endings. Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category. -s voices -es taxes -ies spies Word Bank voices, wishes, days wishes hurries spies, taxes, babies, hurries, dishes babies dishes, days, Think and Write about Adding Plural Endings -es, -ies Directions: In the space below, explain how understanding plural endings helps you as a reader, speller, and writer. Answer Key Unit 7 Quick-Check Suggestions for Independent Practice Word Hunt. Have students search through classroom materials to find examples of words with plural endings. Have them make of list of the plural words in their word study notebooks as they find them. Tell them to write the singular form of each plural word that they found. Have a few students share their lists of words with plural endings. Finish the Sentence. Have students create four or five of their own sentence frames using both singular and plural words. Tell them they can use any type of sentence and any numbers for their sentences. For example, I had one, now I have two. I saw four, but now there is just one. Have students trade their sentence frames with a partner and then complete each others sentences. Make Words. Provide magnetic letters or letter cards. Have students work with a partner to make the singular form of a word and then add the plural ending to the word. Buddy Sort. Have students work with a buddy. Have them use any of the word cards from BLMs 3 5 and a set of the category cards. Students can take turns drawing one of the word cards and asking their buddy to spell the word and then sort it under the correct plural ending category. Open Sort. Have students work in small groups. Give each group the word cards from BLMs 3 5. Tell students to sort the words in as many ways as they can. For example, they could sort for words with long vowels, words whose singular form ends in -ch, -sh, -s, or -x, words with two syllables, words with three syllables, or plural endings with the /z/ sound as in bodies. Answer Key BLM 6 -s -es -ies breezes keys houses voices boys faces ditches sketches sandwiches boxes dishes buses Answer Key BLM 7 keys, key class, classes turkeys, turkey 4. hobbies, hobby 5. fox, foxes 6. minute, minutes Answer Key BLM 8 day, days voices, voice bench, benches 4. spies, spy 5. mattress, mattresses 6. watch, watches worries hobbies families 7

8 Unit 7 Quick-Check: Adding Plural Endings -es, -ies Answer Questions Directions: Read each word in the left column and then draw a line from the word to the correct plural ending. sneezes turkeys guesses -es -s y to i + -es 4. hobbies Apply Directions: In the space below, list four words you know with plural endings. Directions: Using the words from the word bank, complete the following sort by writing the words in the appropriate category. -s -es -ies Word Bank voices, wishes, spies, taxes, babies, hurries, dishes, days, Think and Write about Adding Plural Endings -es, -ies Directions: In the space below, explain how understanding plural endings helps you as a reader, speller, and writer.