sites.santarosa.k12.fl.us web viewmelody. prairie. movie. duty. drowsy. chimney. plenty. daily....

Santa Rosa Fourth Grade Word StudySecond 9 Weeks

Week 10Vowel + r (multi-syllable)

Day 1Complete an open sort. Students should sort word cards by the sound of the vowel pattern. (/or/, /ur/, /yoor/)Remind students that when a vowel is followed by an r, the sound of the vowel is changed.

Word Cardslearndirtywornsorethirstburnrecordcureboardcourseworthearlyreturn

pureworldsearchworsethirteensportcurrentlureearnestfordforeignsure

Day 2Complete a spelling sort.

worn burn curesore search surerecord thirteen

Day 3

Santa Rosa 4th Grade Small Group Word Study2nd 9 weeks

/or/ /ur/ /yoor/

Complete a spelling sort.

course worth curesport early pure

Day 4

Complete a spelling sort. Discuss the meaning of unknown words.

ford earnest pureforeign current lure

Day 5Vowel + r in multisyllable words.

Tell students that they can use their knowledge about vowels followed by r to decode new words. Call out one word at a time and have students write the word on a spelling sort. Discuss the meanings of the words.

Word Cardsmayoreditortraitorsurroundearninglurchingenduremanicure


/or/ /ur/ /yoor/

/or/ /ur/ /yoor/

obscure

mayor surround endure editor earning manicure traitor lurch obscure


/or/ /ur/ /yoor/

Week 11

Day 1:

Suffixes (ful, less, ness, ment)Word Cardsassignmentcarefuluselesscloudlesssillinessagreementsuccessfulcheerfulentertainmentdarknessusefulnessargumentstatementcommitmentrequirementdreadfulfearfulgracefulcarelessharmless

Open Sort: Put cards face up on the table (divide cards between partner pairs.) Ask students to sort cards into categories. (Students should sort words by the ending suffix).

Tell students that they will be studying some suffixes this week. If you know the meaning of the suffixes, it will help you understand new words.

Discuss the meaning of the suffixes: Note: The suffix changes the meaning of the word.


ful means : “ful of ” Example: fearful means full of fear. less means: “without” Example: careless means without careness, ment, means “state of ” or “condition of ” Example: kindness is the state of being kind.

Day 2Review the meaning of the focus suffixes.Discuss the meaning of the first 10 words and ask students to give a sentence with each word.

Day 3Review the meaning of the focus suffixes.Discuss the meaning of the last 10 words and ask students to give a sentence with each word.

Note: Out of Group Activity: Students write a sentence with each word in their vocabulary notebooks.

Day 4

Compound WordsWord Cardssomebodyfireplacenearbytoothbrushhomesickmake-believeall rightgoodbyeforeheadclassmateflashlighttwenty-twodrivewayalarm clockbaby-sitforever


Complete an open sort with the compound word cards.Students should sort them by compound words that are:One word (driveway)Two words with a hyphen (twenty-two)Two words (all right)

Tell students that compound words can be in any of these forms. Discuss less familiar words (homesick, forehead)

Day 5Complete a spelling sort (3 box)

forever all right twenty-twohomesick alarm clock make-believe


One wordTwo

wordsTwo words with hyphen

Week 12

Day 1(Base word + ed and ing)Rules: When the word ends in e, drop the e before adding ed or ing.When a word ends in a consonant proceeded by a vowel, double the consonant before adding ed or ing.

Word Cardsdimmedstripedstrippedrisingskippingbraggingescapedslammedgrinnedslimingspinningturningstirredscoringclippingstreamedhurting

shineddaredracedspottedspinninghittinghandledsnappingskippedbeggingracingtracingslammedwinningbeggeddaringdancing

Students will complete an open sort with the word cards.(students should notice that some words require doubling the final consonant before adding ed or ing and other words where the e has been dropped before adding the ending.) If they simply divide the words looking at ed and ing, encourage them to look closely to see if they could find other categories within the grouping.

Day 2Complete a two- column spell sort:


snapping stripedskipped daredspotted racingbegging tracing

Day 3

Complete another spell sort (same as day 2) using these words.slammed handledwinning racedspinning daringbegged dancing

Day 4 Synonyms

Open SortPlace all cards face up on the table and ask students to look at the cards to see how some of the words are related. (words that mean the same things are synonyms. )Discuss how the synonyms are related.

Word Cardsdamageddestroyedbrokenterrifiedfrightenedscared

bravedaringwobblesshakesshiversfearless

flaminghotscorchingtrembles


Final Consonant doubled

Final e dropped

Day 5Bring a thesaurus to the group (one for each student). Tell students that the thesaurus can help them find words that are synonyms. Assign each student a word to look up to find two synonyms for the word. Words for students: large- sad-dark-pretty-loud-happyStudents share their words.

Tell students that using other words (synonyms) can make their writing more interesting.


Week 13spec/struct/tele/visCommon word parts

Day 1Word Listtelevisiontelescopeconstructionspectatorspectaclespectacularvisitedvisitationvisioninspectinspectionrespectrespectfulinstructinstructorstructuretelescopevisible

Complete an open sort. Ask student to find ways that some of the words are the same.Tell students that the word parts have a specific meaning.spec: looktele: far awayvis: seestruct: build

Day 2: Discuss the word part and how it relates to each word. Ask students to give a sentence for each word to demonstrate meaning.


Words to review:

vis: (see) visible, vision, television, visitationstruct (build) structure, instructor, instruct, construction

Day 3Discuss the word part and how it relates to each word. Ask students to give a sentence for each word to demonstrate meaning.

tele: television, telescope, spec: spectator, respect, respectful, spectacle

Day 4Word ListFinal letter doubled, dropped, or nothing before adding ending. wanderingsmellingofferedhikingpleasingtracingputtingslippeddroppedtraveledfaintedmixedbecomingphoningmappedshippedcropped


Review the spelling rule:If a base word has one syllable and ends with one consonant, double the consonant and add ed or ing.If a base word ends with a silent e, drop the e and add ed or ing. Otherwise, just add the ending.

Complete a three column spelling sortCall out each word and ask students to write the word under the correct heading. After the students write the word, the teacher sorts the word on the blue sorting board.

traveled becoming mapped fainted phoning shippedmixed dropped

Day 5Complete a three column-spelling sortCall out each word and ask students to write the word under the correct heading. After the students write the word, the teacher sorts the word on the blue sorting board.

wandering hiking puttingsmelling pleasing slippedoffered tracing cropped


No spelling change

Final e dropped

Final Consonant

Doubled

No spelling change

Final edropped

Final Consonant

Doubled

Week 14 able/ibleDay 1

Word Listediblerecyclablesensiblereliableagreeablechangeablebreakableenjoyablevisiblecollapsibledivisibleflexiblereversibleconvertible

Complete an open sort. Ask students to look for ways to put the words into categories.Explain that the suffixes ible and able both mean “able to be”.

Day 2

Using half of the ible/able word cards. Discuss how the suffix affects the word and what the word means. Ask students to use each word in a sentence.

Day 3Using the other half of the ible/able word cards, discuss how the suffix affects the word and what it means. Ask students to use each word in a sentence.


Day 4Words ending in /e/ soundWord Listturkeylonelycolonysteadyhungryvalleyhockeystarrymelodyprairiemoviedutydrowsychimneyplentydailyalleyfiftyemptyinjury

Complete an open sort. Discuss with students that the final long e sound can be spelled three different ways. (y, ey, or e).

Day 5

Complete a spelling sort with two categories.

steady valley prairiemelody chimney movieempty hockey


y ey e

Week 15Changing y to i

Day 1

Discuss the rule that when a word ends in y and you want to make it plural, change the y to i and add es. Call out the base word (Example: hobby). Ask the students to write the word and then write the plural beside it. ) Place the two cards on the board after students have correctly written the word.

Word Study Cardshobby hobbiescountry countriesfamily familieslady ladies butterfly butterflies

Day 2Discuss the rule that when a word ends in y and you want add er or est, change the y to i. Call out the base word (Example: tiny). Ask the students to write the word, then write the word adding er and again adding est.) Place the three cards on the board after students have correctly written the words. Word Study Cardstiny tinier tiniestcopy copying copiedpity pitying pitiedeasy easier easiestlazy lazier laziestspy spied spying happy happier happiest

Day 3Discuss the rule that when a word ends in y and you want add er or est, change the y to i. Call out the base word (Example: friend). Ask the students to write the word, then write the word adding er and again adding est.) Place the


three cards on the board after students have correctly written the words.

Word Study Cardsfriend friendlier friendliestbusy busier busiestbreezy breezier breeziestpretty prettier prettiestnoise noisier noisiesthealth healthier healthiestfunny funnier funniest

Day 4

Give each student a based word (each student’s word will be different.) Ask students to write three sentences: one with the base word, one with the er added and another with est. Remind students that er compares 2 things and est compares more that two things. When the students are finished, have them exchange their sentences with a partner. The partner will check the sentences to see if they are used correctly as well as spelled correctly.

Example: My grandmother is in good health. I am much healthier than my brother.

Buddy is the healthiest puppy in his family.

Day 5Give each student a based word (each student’s word will be different.) Ask students to write three sentences: one with the base word, one with the er added and another with est. Remind students that er compares 2 things and est compares more that two things. When the students are finished, have them exchange their sentences with a partner. The partner will check the sentences to see if they are used correctly as well as spelled correctly.

Out of Group: If you are not meeting with your groups daily, assign the above activities for students to complete out of group. Week 16Sound spelling changes (Optical/optician)


k/ng/kw

Day 1Sound spelling changes

Word cards electric electricityoptical opticianpublic publicitytoxic toxicity

Place the word “electric” on the blue sorting board. Ask students to identify the sound at the end of the word (/k/) Divide the word into syllables. (e/lec/tric/)

Now place the word electricity on the board. Divide it into syllables.e/lec/tric/i/ty. Point out the /k/ sound has now changed to a /s/ sound.

Now place the word electrician on the board. Divide it into syllables.e/lec/tri/cian. Now the /k/ sound changes to the /sh/.

Go through these words the same way and ask students to identify the sound changes for the letter c in the first word.

public(pub/lic) /k/sound for cpublicity (pub/lic/i/ty) k sound at end changes to /s/ sound.

optical (op/ti/cal) the c has the /k/ soundoptician (op/ti/cian) c now has /sh/ sound

toxic (tox/ic) c sounds like /k/ soundtox/ic/i/ty the c now makes the/s/ sound

Day 2Figurative languagePhrase CardsFought like cats and dogs.The desert is a frying pan.


The grass is always greener on the other side of the fence. The road is a twisting snake. Fast as lighteningSkinny as a rail fence

Review the terms:Simile: compares two unlike things and uses word “like” or “as”

metaphor: compares two unlike things and does not use the word “like” or “as”.

Proverbs and adages: short sayings that express life lessons that many people believe are true.

Place each word phrase on the blue board. Ask students to identify it as a simile, metaphor, or proverb/adage. Then discuss the meaning of each.

Skinny as the rail of a fence. (simile-compares two unlike things using “as”.

Fast as lightning. (simile-compares two unlike things using “as”).

The road is a twisting snake. (metaphor-compares two unlike things that does not use the word “like” or “as”.

The grass is always greener on the other side of the fence. (adage)

The desert is a frying pan. (metaphor-compares two unlike things that does not use the word “like” or “as”.

Fought like cats and dogs. (simile-compares two unlike things using the word “like”.)

Day 3Sounds /k/, /ng/, and /qu/


Word Cardspublicbankerquartersqueezeattackachesecondblanketearthquakerequestattictrackrisky

Put these three words on blue sorting board:risky-track-publicNotice that the /k/ sound in each word is represented by different letters.k as in riskyck as in trackc as in public

Then put the word “junk” up. Point out that the “nk” sounds like /ng/.Place the word “question” on the board. Point out that the “q” sounds like /kw/.

Complete a Three- box- spelling sort using the following words:

risky monkey equalpicnic banker quick


/k/ ng /kw/

Day 4

Complete a Three- box-spelling sort using the following words:

attack earthquake ache blanket request

Day 5

Complete a Three- box-spelling sort using the following words:

public banker quarterattic squeeze

second


/k//ng/

/kw/

/k/ /ng/ /kw/

Week 17

Day 1ion/ation/ition

Tell students that when a suffix is added to the end of the word that it changes the meaning of the word. Today we will look at words that end in the suffixes ion, ation, ition. When these suffixes are added it changes a verb to a noun. Words that end in “ion” usually tell about a process, action, or result. Begin by placing the word graduate on the blue board. Ask students to use the word in a sentence. Notice that the word is a verb. Now, ask students to write the word adding the correct suffix: graduation. Now ask students to use it in a sentence noting that the word has now changed to a noun. Follow the same process with the rest of the words.

Word Card Listgraduate…graduationvacate…….vacationcongratulate…congratulationrecognize…….recognitioninform……….informationexhibit………..exhibitioncooperate….cooperationcompete….competition

Out of Group activity: Students write sentence pairs with the two words identifying the part of speech as a noun or a verb.


Day 2 Words with the final /j/ sound

Open sort: Place all of the cards that end with ge and dge on the table for students to sort. Ask students to identify how the two endings are the same. (they both have the /j/ sound.)

Word Cardsdamagepackagebandagecarriagemarriagemessagebaggagejudgeridge

Day 3

Complete a spelling sort using the two columns “ge” and “dge”.

damage judgepackage ridge

bandage carriage

marriagemessagebaggage


ge dge

Day 4Sound Spelling ChangesWord Cardscarrycarriagemarrymarriagebandbandageslipslippage

Put each word pair on the blue board. Discuss what changes weremade to the word (if any) were made to make the new word. carry carriagemarry marriageband bandageslip slippage

Day 5Final sound ce making/s/ soundFinal /j/ sound

Tell students that words ending in ce make the /s/ sound. Simply call out each word and ask students to write the word. glance, twice, since, chance, bridge, judge, manage. Notice the ending sound and how it is represented.

Word Study Card final/j/ final/s/glancetwicesincechancebridgejudgemanage


Week 18

Day 1Word Cards (prefixes re, un, and dis)unusedrefreshdislikereplaceunpaidrethinkdisorderunplanneddistrustrewinduntrueunloadrecalldispleaseunevenrebuildrestartuncoveruntidydiscolor

Compete an open sort. Discuss the meaning of each prefix.un-(not) ex. unpaid-not paidun-(reverse of) ex. uncover-the reverse of cover. dis-(opposite) ex. distrust- the opposite of trustdis (to remove) ex. discolor-to remove the color re- (again) ex. refresh (to make fresh again)re-(back) ex. recall (to call back)

Day 2Place each word on the blue board and discuss the meaning. Ask students to use each word in an oral sentence. unused, unpaid, unplanned, untrue, unload, uneven, uncover, untidy


Day 3Place each word on the blue board and discuss the meaning.Ask students to use each word in an oral sentence. refresh, replace, rethink, rewind, recall, rebuild

Day 4Place each word on the blue board and discuss the meaning.Ask students to use each word in an oral sentence. dislike, disorder, distrust, displease, discolor.

Day 5Place each phrase on the blue board. Explain that these are adages or proverbs. Discuss the meaning of each.

Adages and ProverbsThe early bird catches the worm.All that glitters is not gold.Many hands make light work.You’ve made your bed. Now lie in it.Don’t count your chickens before they hatch.Practice makes perfect.Might makes right.


sites.santarosa.k12.fl.us web viewmelody. prairie. movie. duty. drowsy. chimney. plenty. daily....

Documents