3
WordStudySpiral
Vocabulary
Suffixes -ty, -ity
Lesson Objectives
Day 1
Students will:
• Understand the function and meaning of suffixes and
base words
• Understand how suffixes -ty and -ity change a base word’s
part of speech
• Read and write words with suffixes -ty and -ity
-ty
Suffixes
Suffixes
-ty, -ity-ty, -ity
-ty
-ity
-ity
abnormality
Base Word/
Base Word/
Suffix
Part of Speech
Part of Speech
tranquil (adj.)
tranquil (adj.) -ity
tranquilitytranquility
(noun) (noun)
-ity
difficulty
difficult – difficult
t + ty = difficulty
– t + ty = difficulty
Students will:
sensitivity
3
3
Students will:
anxiety
3
festivity
• Sort words by change in base words
humidity
• Use knowledge of meanings and spelling patterns
of
legality
-ty and -ity
equality
specialty
3
tranquility
3
3
Word Cards (BLM 3)
Materials:
• BLM 2: Category Cards
• BLM 5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Word Cards—purity, simplicity
Day 4
2.
Students will:
• Identify words with suffixes -ty and -ity
• Write and spell words with -ty and -ity
Day 5
legality
novelty
novelty
Greta’s father
2. Greta’s
thoughtfather
that the
thought
__________________
that the __________________
of the new game
of the
would
newwear
game would wear
English.
“My favorite
4. __________________
“My favorite __________________
is running,” Alice
is running,”
explained.
Alice explained.
5.
The hotel5.
made
Thea hotel
point made
of pampering
a point of
all pampering
its customers
all like
its customers
__________________.
like __________________.
6.
The book’s
6. __________________
The book’s __________________
was a big surprise
was atobig
thesurprise
author. to the author.
7.
People with
7. allergies
People often
with allergies
have a greater
often have
__________________
a greater __________________
to dust.
to dust.
modesty
safety
©2010 Benchmark Education
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Benchmark
LLCEducation Company, LLC
Classroom Activity (BLM 7)
Students will:
Twenty-two varieties of woodpeckers live in North America. Although most
• Spell words using -ty and -ity
Materials:
• Quick-Check Assessment
a city. They are well adapted to many environments, restricted only by the
3.
The __________________
3. The __________________
made Brenda’smade
hair puffy
Brenda’s
and hair
frizzy.
puffy and frizzy.
4.
In the Casson
4. In
household,
the Casson
mornings
household,
weremornings
very busy,
were
but very
evenings
busy, had
but evenings
a greater had a greater
5.
There was5.oneThere
__________________
was one __________________
in the automobile
in theaccident.
automobile accident.
6.
“What __________________
6. “What __________________
!” Ms. Jenkins !”exclaimed
Ms. Jenkins
when
exclaimed
she arrived
when
at she
the arrived at the
7.
When Robert
7. finished
When Robert
the test,
finished
he knew
the test,
with he
__________________
knew with __________________
that he had that he had
of wood-boring insect they find tasty, they use their special gripping claws to
1.
hold on to branches. While most birds have three of their claws pointing forward
and one back, woodpeckers have two pointing each way, which gives them
2.
the ability to grasp branches better. Stiff tail feathers also help the birds stay
balanced against a tree as they work.
balanced against a tree as they work.
3.
matter the thickness. Once they drill, the woodpeckers use their extra-long
tongues to check for more bugs under tree bark. Their tongues have a sticky
Sentence
substance on the end that helps the birds snag dinner.
Woodpeckers also use their beaks to hollow out the holes in trees where
they build their nests. As anyone who has been sitting under a tree where a
woodpecker is drilling knows, the novelty of the sound soon wears off. And
aced it.
many a tree has been a casualty of the woodpecker. If too many holes are
_________________________________________________________________________
_________________________________________________________________________
drilled into its core, a tree can sicken and die.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Reading Passage (BLM 9)
Word Study & VocabularyWord
3: Unit
Study
10:&Suffixes
Vocabulary
-ty, -ity
3: Unit 10: Suffixes -ty, -ity
Second Try
(if needed)
Correct Spelling
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
7.
7.
7.
8.
8.
8.
9.
9.
9.
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
Date ____________________________________
1.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
First Try
New Words
adaptations to fit their lifestyle. Once they find a tree that is harboring the type
2.
the ability to grasp branches better. Stiff tail feathers also help the birds stay
Spelling Peer Check
All birds have certain common characteristics, but woodpeckers have special
1.
and one back, woodpeckers have two pointing each way, which gives them
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write
your spelling words.
3.
are a scarcity! Trees provide woodpeckers both food and shelter, so they are a
of wood-boring insect they find tasty, they use their special gripping claws to
hold on to branches. While most birds have three of their claws pointing forward
Name ___________________________________
necessity for the birds’ survival.
New Words
adaptations to fit their lifestyle. Once they find a tree that is harboring the type
Then, their sharp beaks work like chisels to bore into the bark of trees, no
2.
availability of trees. You won’t find woodpeckers on a property where trees
3.
necessity for the birds’ survival.
All birds have certain common characteristics, but woodpeckers have special
Before workers
2. Before
were workers
allowed were
to useallowed
the newtomachine,
use the new
theymachine,
had to take
they
a course
had to take a course
1.
woodpeckers reside in woodlands, many of them also thrive in the heart of
check to make sure underlines
are marked to overprint
(Window: Attributes)
Date ____________________________________
2.
availability of trees. You won’t find woodpeckers on a property where trees
are a scarcity! Trees provide woodpeckers both food and shelter, so they are a
2.
Spelling Dictation
Review Words
Date ____________________________________
Spelling Dictation
1.
a city. They are well adapted to many environments, restricted only by the
festivity
humidity humidity
safety
tranquility tranquility
“I know my
1. opinion
“I knowis my
in the
opinion
__________________
is in the __________________
,” William said,,”“but
William
please
said,
listen
“but please listen
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Word Study & VocabularyWord
3: Unit
Study
10:&Suffixes
Vocabulary
-ty, -ity
3: Unit 10: Suffixes -ty, -ity
Name ___________________________________
minority
modesty
Name ___________________________________
Review Words
woodpeckers reside in woodlands, many of them also thrive in the heart of
casualty
certainty certainty
festivity
minority
aced it.
Date ____________________________________
The Life of a Woodpecker
Twenty-two varieties of woodpeckers live in North America. Although most
garden party. garden party.
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Date ____________________________________
Name ___________________________________
__________________
__________________
.
.
4.
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Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
about __________________
about __________________
.
.
Miko was3.
having
Miko
some
was __________________
having some __________________
with math class,
with
butmath
he excelled
class, butinhe excelled in
_________________________________________________________________________
_________________________________________________________________________
The Life of a Woodpecker
Word Study & VocabularyWord
3: Unit
Study
10:&Suffixes
Vocabulary
-ty, -ity
3: Unit 10: Suffixes -ty, -ity
for just a minute.
for ”just a minute.”
_________________________________________________________________________
_________________________________________________________________________
Name ___________________________________
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
abnormality
abnormality
casualty
1.
_________________________________________________________________________
_________________________________________________________________________
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
____________________________________________________________________
3. ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5
Word BankWord Bank
equality
difficulty difficulty
legality
royalty
sensitivity sensitivity
specialty specialty
Mr. Roberts
1. cooked
Mr. Roberts
his __________________:
cooked his __________________:
chocolate chipchocolate
pancakes.chip pancakes.
English.
____________________________________________________________________
2. ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3.
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your sentence,
child read choose
each sentence,
the wordchoose
from the
theword
wordbank
fromthat
the word bank that
makes the mostmakes
sense, the
andmost
writesense,
it in the
and
blank
write
space
it in the
provided.
blank space
At the provided.
bottom ofAtthe
thepage,
bottom
haveofyour
the page, have your
child write a sentence
child write
for each
a sentence
of the unused
for eachwords
of thefrom
unused
the word
wordsbank.
from the word bank.
off quickly, butoff
Greta
quickly,
still but
loved
Greta
playing
still itloved
evenplaying
after a ityear.
even after a year.
3.
5
____________________________________________________________________
1. ____________________________________________________________________
ChooseChoose
the Word
the Word
Word BankWord Bank
entirety
-ity
____________________________________________________________________
____________________________________________________________________
2.
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
ChooseChoose
the Word
the Word
activity
equality
1.
5
Word Cards (BLM 5)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
1.
5
Word Study & VocabularyWord
3: Unit
Study
10:&Suffixes
Vocabulary
-ty, -ity
3: Unit 10: Suffixes -ty, -ity
Directions: Read
Directions:
each sentence.
Read Choose
each sentence.
the wordChoose
from the
theword
wordbank
fromthat
the makes
word bank
the most
that makes
sense, the most sense,
and write it in the
and
blank
write
space
it in the
provided.
blank space
At the provided.
bottom ofAtthe
thepage,
bottom
write
ofathe
sentence
page, write
for each
a sentence
of the for each of the
unused words from
unused
the word
wordsbank.
from the word bank.
popularity popularity
royalty
5
Word Cards (BLM
Word
5) Cards (BLM 5)
©2010 Benchmark Education Company, LLC
validity
entirety
-ity
Parent Directions:
Parent
Have
Directions:
your child Have
choose
your
three
child
of choose
the words
three
from
of the word
wordsbank
fromtothe
use
word
in a bank to use in a
sentence.
sentence.
5
timidity
timidity
5
5
Word Cards (BLM 4)
activity
5
nationality
nationality validity
validity
4
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
©2010 Benchmark Education Company, LLC
frailty
validity
-ty
5
solidity
solidity
5
5
Word Cards (BLM 4)
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
hostility
passivity passivity
personalitypersonality
timidity
frailty
-ty
5
5
modesty
modesty
uncertainty
4
nicety
hostility
simplicity simplicity
timidity
5
5
5
5
4
honesty
availabilityavailability
nicety
simplicity
simplicity
hostility
hostility
subtlety
4
Word BankWord Bank
purity
purity
5
5
4
generosity
3
5
stupidity
4
SortingSorting
for Suffixes
for Suffixes
-ty and -ty
-ityand -ity
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your word
child read
and place
each itword
in the
and
correct
place chart
it in the
column.
correct chart column.
5
5
frailty
frailty
4
formality
5
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Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
5
entirety
entirety
4
reality
4
5
5
punctuality
4
5
electricity
electricity personality
personality
4
femininity
nicety
nicety
5
5
priority
4
3
5
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
©2010 Benchmark Education Company, LLC
Word Cards (BLM 3)
complexity
complexity passivity
passivity
4
cruelty
sensitivity
3
4
masculinity
4
3
availability
availability
loyalty
4
creativity
safety
Category Cards (BLM 2)
4
Word Cards (BLM 4)
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
©2010 Benchmark Education
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LLCEducation Company, LLC
uncertainty
4
Word Cards (BLM 3)
Word Study & VocabularyWord
3: Unit
Study
10:&Suffixes
Vocabulary
-ty, -ity
3: Unit 10: Suffixes -ty, -ity
Anchor Chart (BLM 1)
3
difficulty
©2010 Benchmark Education
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Benchmark
LLCEducation Company, LLC
4
honesty
3
10
3
Category Cards (BLM
Category
2) Cards (BLM 2)
Word Study & VocabularyWord
3: Unit
Study
10:&Suffixes
Vocabulary
-ty, -ity
3: Unit 10: Suffixes -ty, -ity
3
3
Day 3
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
subtlety
4
tranquility
3
4
generosity
3
legality
stupidity
4
specialty
3
4
formality
3
humidity
reality
4
Unit
• Sort words by suffixes
• Use and define words with suffixes -ty and -ity
3
4
femininity
3
3
3
punctuality
4
safety
3
festivity
Materials:
• Anchor Poster
• BLM 2: Category Cards
abnormality
minority
• BLMs 3–4: Word Cards
activity
novelty
• BLM 6: Take-Home Activity
• Teacher Category Cards
casualty
popularity
• Teacher Word Cards—activity, casualty, festivity,
specialty
certainty
royalty
4
equality
3
festive – efestive
+ ity =–festivity
e + ity = festivity
simple – esimple
+ ic + –itye=+simplicity
ic + ity = simplicity
Day 2
priority
4
royalty
3
4
cruelty
3
certainty
ExamplesExamples
of spelling
of changes:
spelling changes:
masculinity
4
popularity
3
4
creativity
3
casualty
loyalty
4
novelty
3
-ty royalty (noun)
royalty (noun)
anxiety
3
activity
New Word/
New Word/
Suffix
Part of Speech
Part of Speech
royal (adj.)
royal (adj.) -ty
minority
3
The suffixes
The -ty
suffixes
and -ity
-tychange
and -ityadjectives
change adjectives
to nouns.to nouns.
3.
Then, their sharp beaks work like chisels to bore into the bark of trees, no
matter the thickness. Once they drill, the woodpeckers use their extra-long
tongues to check for more bugs under tree bark. Their tongues have a sticky
Sentence
substance on the end that helps the birds snag dinner.
Woodpeckers also use their beaks to hollow out the holes in trees where
they build their nests. As anyone who has been sitting under a tree where a
woodpecker is drilling knows, the novelty of the sound soon wears off. And
many a tree has been a casualty of the woodpecker. If too many holes are
drilled into its core, a tree can sicken and die.
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
®
Kit 3_Unit 10_TG.indd 1
B
e
n
c
h
m
a
r
k
E
d
u
c
a
t
i
o
n
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
C
o
m
p
a
n
y
6/10/10 9:35:50 PM
©2010 Benchmark Education Company, LLC
Day One
Blending Practice
If some students have difficulty reading
the words, help them read the words
syllable by syllable. For example, point
to the word minority on the chalkboard.
Show how you divide the word into four
syllables, mi/nor/i/ty. Demonstrate
how to use knowledge of syllable vowel
patterns to read each syllable and blend
them together. Point out the open syllable
mi, with a long i; the second r-controlled
syllable, nor; the third syllable with the
stand-alone short i, and the last syllable,
with the y spoken as a long e. Read each
syllable and then blend the syllables
together: mi/nor/i/ty: minority. Continue
to support students who need help with
blending throughout the week, using the
example words used in the lesson.
Assessment Tip
Observe whether students are having
difficulty remembering which words use
-ty and which use -ity. If they need help,
have them create lists to review in their
word study notebooks.
Review Suffixes -ary, -ery, -ory
Focus Words: necessary, factory, robbery
Review suffixes -ary, -ery, and -ory by writing the review words on the chalkboard
and asking students to identify the suffixes. Then have them define each word and
use it in a sentence.
Introduce Suffixes -ty, -ity
Model
Write the following words on the chalkboard: safety, activity, specialty, casualty, and
festivity. Then create two columns with the headings -ty and -ity.
Say: To sort these words by suffix, I would place safety, casualty, and specialty
under -ty, and activity and festivity under -ity. As you read each word, carefully
pronounce the suffixes so students clearly hear the difference between -ty and -ity.
Have students identify the base words for each of the derived words. Say: What do
all the base words have in common? Guide students to see that all the base words
safe, active, special, casual, and festive are adjectives.
Explain that the suffixes -ty and -ity change these adjectives to nouns. Say: Safety
is a noun that refers to the state of being safe. Activity is something that people do
actively. A specialty is a person’s special talent or skill. And a festivity is a festive
event, such as a fair.
Explain that in most cases, derived words with -ty and -ity are related in meaning
to the base words, but that there are some exceptions. Cite the example of casualty.
Say: A casualty means “one who is injured or killed.” For example, in war there are
many casualties. However, casual means “relaxed or informal.” In this case the base
word does not give a clue to the derived word’s meaning,
Guide
Write the word loyalty on the chalkboard. Ask a student to read the word aloud and
tell the suffix. Say: The word loyal is an adjective. How does the suffix -ty change
the base word loyal? Guide students to see loyalty is a noun meaning “faithfulness.”
Repeat this activity with the words tranquility and validity.
Apply
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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: 978-1-4509-0285-4
2 Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
Kit 3_Unit 10_TG.indd 2
Have students work in small groups to name nouns that end with the suffixes -ty or
-ity. Have them share their list with the class.
©2010 Benchmark Education Company, LLC
6/10/10 9:35:51 PM
Spelling Words with -ty, -ity
Unit Spelling Words: casualty, certainty, festivity, humidity, minority, safety,
sensitivity, specialty
Write all the spelling words on the chalkboard next to their base words (e.g.,
festive/festivity). Ask students to identify which words have had a base word
spelling change. Say: What base word spelling changes do you see? Write these
words in a column on the chalkboard. Then have them explain what spelling
change occurs in each word. Make sure that students understand that, generally,
for base words ending with e, the e is dropped before adding these suffixes.
Next, review the pairs of words to point out the change in accented syllables from
the base word to the derived word. Say each word pair aloud, emphasizing the
accented syllable, for example, festive/festivity. Have students say the words with
you and underline the accented syllables in their notebooks.
Supporting ELs
You may wish to use Spanish cognates to
support English Learners’ understanding
of the suffixes -ty and -ity. For example,
Spanish uses the suffix -dad instead of -ty
or -ity. Cognates include: la actividad/
activity; la tranquilidad/tranquility; la
humedad/humidity; la novedad/novelty.
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.
Then have student volunteers read and define each word and use it in a sentence.
Ask students to list the spelling words in their word study notebooks. Have
partners swap notebooks to check each other’s spelling.
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Kit 3_Unit 10_TG.indd 3
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity 3
6/10/10 9:35:51 PM
Day Two
Providing Support
Some students may have difficulty
distinguishing suffixes from base words.
Give them two sets of cards from BLM 3:
one regular set and one set that has the
base words and suffixes cut apart. Have
them match the cut-apart cards to the
cards with the full words. Point out the
three base word cards that are “missing”
an e: activity, festivity, and sensitivity.
Common Features Sort
-ity
abnormality
activity
festivity
humidity
legality
minority
popularity
-ty
sensitivity
tranquility
casualty
certainty
difficulty
novelty
royalty
safety
specialty
Independent Sort
-ity
creativity
equality
femininity
formality
generosity
masculinity
-ty
priority
punctuality
reality
stupidity
anxiety
cruelty
honesty
loyalty
subtlety
uncertainty
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.
Review Suffixes -ty, -ity
Show students the anchor poster, reviewing the suffixes -ty and -ity and how they
change base words.
Then list the following words on the chalkboard: popularity, difficulty, and
uncertainty. Say: Discuss these words with a partner. First identify the suffix and
base word for each word. Then, each of you choose one of the words to make an
oral sentence to share with your partner. Support students as needed if they are
having difficulty defining a word.
Common Features Sort
Teacher Word Cards: activity, casualty, festivity, specialty
Teacher Category Cards
Place the category cards -ty and -ity in the pocket chart. Explain that today students
are going to sort words according to their suffixes.
Begin by demonstrating how to sort activity. Say: I’m going to sort the word activity
into one of the two suffix categories. When I say the word ac/tiv/i/ty, I hear an i
before the -ty at the end of the word, so I will sort it into the category -ity.
Have students work with you to sort casualty, festivity, and specialty into the
correct category. Then ask for volunteers to use each word in an oral sentence.
Give pairs of students the word cards from BLM 3 and the category cards from
BLM 2. Have partners work together to sort the cards into the appropriate categories.
Spelling. Have students copy the categories from the pocket chart into their word
study notebooks. Have them write each spelling word under the appropriate
heading.
Independent Sort
Give individual students the category cards and the word cards from BLM 4. Explain
that you want them to sort these words in the same way they sorted the words from
BLM 3 with a buddy.
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.
4 Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
Kit 3_Unit 10_TG.indd 4
©2010 Benchmark Education Company, LLC
6/10/10 9:35:52 PM
Day Three
Writing Sort
Teacher Word Cards: purity, simplicity
Explain to students that today they will be taking a closer look at words ending
in -ty or -ity to identify the base word and whether it has been changed before
adding the suffix. Remind them that adjectives that end in e typically, but not
always, drop the e before adding the suffix -ity to make the noun.
Write these headings in the chalkboard: Base Word, Change, No Change.
Hold up the word card purity. Say: When I say the word purity, I can hear that
the base word is the adjective pure. But when I look at the word purity, I see that
there is no e in it. To make the noun purity, the e had to be dropped from the
adjective pure before -ity was added to the end of the word. I will write purity in
the Change category.
Have students try the next one with you. Hold up the word card simplicity. Have
a volunteer read it aloud, and then say what the base word is. Ask students if the
base word simple has been changed, and if so, how. It may need to be pointed
out that in the word simplicity, not only was the e dropped, but the letters i and c
were also added before the suffix -ity. Write the words simple and simplicity in the
appropriate categories on the chalkboard.
Have students write the categories Base Word, Change, and No Change as heads
in their word study notebooks. Give students BLM 5 and have them write each
word in the correct category, including each word’s base word.
Applying Meaning. Give students BLM 7 and ask them to complete the cloze,
choosing the word with the correct suffix, -ty or -ity.
Writing Sort
Base Word
Change
available
complex
electric
entire
frail
hostile
modest
national
nice
passive
personal
pure
simple
solid
timid
valid
availability
No Change
complexity
electricity
entirety
frailty
hostility
modesty
nationality
nicety
passivity
personality
purity
simplicity
solidity
timidity
validity
Assessment Tip
Use students’ completed BLM 7 to assess
their understanding of the meaning and
spelling of the words. Note whether they
need more practice spelling words with the
suffixes -ty and -ity.
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.
©2010 Benchmark Education Company, LLC
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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 suffixes -ty and -ity.
Name ___________________________________
Date ____________________________________
The Life of a Woodpecker
Twenty-two varieties of woodpeckers live in North America. Although most
woodpeckers reside in woodlands, many of them also thrive in the heart of
a city. They are well adapted to many environments, restricted only by the
availability of trees. You won’t find woodpeckers on a property where trees
e sure underlines
o overprint
ributes)
are a scarcity! Trees provide woodpeckers both food and shelter, so they are a
necessity for the birds’ survival.
All birds have certain common characteristics, but woodpeckers have special
adaptations to fit their lifestyle. Once they find a tree that is harboring the type
of wood-boring insect they find tasty, they use their special gripping claws to
hold on to branches. While most birds have three of their claws pointing forward
and one back, woodpeckers have two pointing each way, which gives them
the ability to grasp branches better. Stiff tail feathers also help the birds stay
balanced against a tree as they work.
Word Hunt
Tell students that today’s word hunt will focus on suffixes -ty and -ity.
Distribute BLM 9 to students and have them read the passage through once before
looking for the words. Then have them reread the passage and circle the words they
find with this week’s suffixes.
After students have completed the search, have volunteers share and define the
Spelling Dictation
words they found. Several
words that students will find in the passage end in -ty or
Review Words
-ity, but are either not nouns (as in the case of tasty), or the base word doesn’t seem
1.
to make sense related to the new word’s current meaning, due to its etymological
2.
history,3. as in the word property.
Name ___________________________________
Date ____________________________________
Next have students create a two-column chart in their word study notebooks with -ty
New Words
and -ity.
Have students copy the circled words into the correct column of the chart.
1.
Challenge
students to search through classroom text, newspapers, or magazines for
2.
words 3.with -ty and -ity suffixes. Have them add these words to their lists.
Then, their sharp beaks work like chisels to bore into the bark of trees, no
matter the thickness. Once they drill, the woodpeckers use their extra-long
tongues to check for more bugs under tree bark. Their tongues have a sticky
substance on the end that helps the birds snag dinner.
Woodpeckers also use their beaks to hollow out the holes in trees where
they build their nests. As anyone who has been sitting under a tree where a
woodpecker is drilling knows, the novelty of the sound soon wears off. And
many a tree has been a casualty of the woodpecker. If too many holes are
drilled into its core, a tree can sicken and die.
Answer Key Reading Passage (BLM 9)
Reading Passage (BLM 9)
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
Sentence
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: anniversary, expository, stationary.
Spelling Dictation (BLM 10)
©2010 Benchmark Education Company, LLC
Home/School Connection
Have students take the reading passage on
BLM 9 home to read to a family member
and point out the words with -ty and -ity.
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 Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
©2010 Benchmark Education Company, LLC
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: certainty, sensitivity, activity.
Dictate the following sentence and have students write it on their papers: The one
difficulty we faced on our vacation was the sweltering humidity.
Write the words and sentence on the chalkboard and have students self-correct their
papers.
Spelling Practice
Give pairs of students Spelling Peer Check (BLM 11). While one student reads the
spelling words from his or her word study notebook, the other student writes the
words in the First Try column. After the second student has spelled the words, the
first student places a check mark next to words spelled correctly.
For the second try, the first student may prompt the second student by sounding out
the words that were spelled incorrectly the first time. If the second spelling attempt is
correct, the first student places a check mark in the Second Try column.
Then students switch roles.
6 Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
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Day Five
Spelling Assessment
Use the following procedure to assess students’ spelling of the unit spelling words:
Name ___________________________________
Date _______________________________________
Quick-Check for Unit 10: Suffixes -ty, -ity
Answer Questions
Directions: Complete the sentence with the word from the word bank that makes the most sense.
Word Bank
anxiety
cruelty
priority
reality
• Say a spelling word and use it in a sentence.
1.
When Mary rode in the car with her sixteen-year-old sister, she was filled with
• Have students write the word on their papers.
2.
priority
Crystal’s main __________________
this year was to get As in all her classes.
3.
Cruelty
__________________
to animals is a crime in most states.
4.
reality
It was hard to adjust to the __________________
of school after such a great summer
• 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.
anxiety
__________________.
vacation.
Apply
Directions: In the space below, list five words you know that end in -ty or -ity.
____________
____________
-ty
Quick-Check Assessment
Assess students’ mastery of suffixes -ty and -ity using the Quick-Check for Unit 10.
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
certainty
honesty
subtlety
uncertainty
-ity
Word Bank
certainty,
generosity,
honesty,
stupidity, subtlety,
uncertainty
generosity
stupidity
Think and Write about the Suffixes -ty, -ity
Directions: In the space below, explain how understanding the suffixes -ty and -ity helps you as a reader,
speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
©2010 Benchmark Education Company, LLC
Answer Key Unit 10 Quick-Check
Suggestions for Independent Practice
Complete It. Have pairs of students complete cloze sentences with words from
the word cards. Each student should create four to five sentences, then exchange
sentences and complete them.
Suffix Rhymes. Have pairs of students use this week’s suffixes to create funny
poems. Encourage them to choose a rhyme pattern and to use rhythm if possible.
Word Charades. Give groups of students a stack of word cards. One student
chooses a word card and uses gestures and pantomime to define that word.
Students guess the word and the first student to guess correctly chooses the next
card. The object is to guess the most words correctly.
What’s My Word? Give small groups of students a stack of word cards. One
student picks a card and describes the word to students by listing one syllable,
naming a word that rhymes with it, or other spelling or phonics-based description.
Then other students guess the word and tell its meaning. The first student with the
correct word gets to draw the next card.
Word Explorers. Give students magazines or newspapers that can be cut up or
marked on. Have them search for words that include this week’s suffixes and then
circle or cut out the words. Afterwards, they can sort the words by suffix.
Answer Key BLM 6
-ty
-ity
nicety
frailty
entirety
availability
hostility
passivity
personality
simplicity
timidity
validity
Answer Key BLM 7
1. specialty
2. novelty
3. difficulty
4. activity
5. royalty
6. popularity
7. sensitivity
Unused words: equality, legality
Answer Key BLM 8
1. minority
2. safety
3. humidity
4. tranquility
5. casualty
6. festivity
7. certainty
Unused words: abnormality, modesty
©2010 Benchmark Education Company, LLC
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Name ____________________________________
Date ________________________________________
Quick-Check for Unit 10: Suffixes -ty, -ity
Answer Questions
Directions: Complete the sentence with the word from the word bank that makes the most sense.
Word Bank
anxiety
1.
cruelty
priority
reality
When Mary rode in the car with her sixteen-year-old sister, she was filled with
__________________.
2.
Crystal’s main __________________ this year was to get As in all her classes.
3.
__________________ to animals is a crime in most states.
4.
It was hard to adjust to the __________________ of school after such a great summer
vacation.
Apply
Directions: In the space below, list five words you know that end in -ty or -ity.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
-ty
-ity
Word Bank
certainty,
generosity,
honesty,
stupidity, subtlety,
uncertainty
Think and Write about the Suffixes -ty, -ity
Directions: In the space below, explain how understanding the suffixes -ty and -ity helps you as a reader,
speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 3: Unit 10: Suffixes -ty, -ity
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