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4th Grade 1
Midland ISD
2014-2015
4th Grade Spelling Year at a Glance
Date TEKS Spelling Principle
9/2-9/5 Set up Spelling Notebooks
9/8-9/12 4.22A High frequency words
9/15-9/19 4.22A Change /y/ to /i/ before adding an ending (unless it begins with /i/)
9/22-9/26 4.22A Double consonant when adding an ending
9/29-10/3 4.22A Double consonant when adding an ending
10/6-10/10 4.22A Drop the final “e” when adding an ending that begins with a vowel
10/13-10/17 4.22A Drop the final “e” when adding an ending that begins with a vowel
10/20-10/24 4.22A /i/ before /e/ except after /c/
10/27-10/31 4.22A /i/ before /e/ except after /c/
11/3-11/7 4.22A Complex Contractions
11/10-11/14 4.22Ai Plural Rules -s to most words
11/17-11/21 4.22Ai Plural Rules change /y/ to /i/ and add –es; add –es to words that end in /o/
11/24-11/25 No Lesson or Principle
12/1-12/5 4.22Ai Plural Rules add –es to words that end in /ch/, /sh/, /x/, /s/, /z/
12/8-12/12 4.22Ai Plural Rules words that end in /f/ change to /v/ and add –es
12/15-12/19 No Lesson or Principle (Reading Assessment Week)
1/5-1/9 4.22Aii Irregular Plurals
1/12-1/16 4.22Aii Mixed Plural Rules
1/20-1/23 4.22Aiii Double consonants in the middle of words
1/26-1/30 4.22Aiii Double consonants in the middle of words
2/2-2/6 4.22Aiv Other ways to spell /sh/ (-sion, -tion, -cian)
2/9-2/13 4.22Aiv Other ways to spell /sh/ (-sion, -tion, -cian)
2/17-2/20 4.22B Spell base words and roots with prefixes (dis-, pre-, re-, un-)
2/23-2/27 4.22B Spell base words and roots with suffixes (-er, -ion, -ment, -ly)
3/2-3/6 No Lesson or Principle (Reading Benchmark)
3/16-3/20 4.22C
Spell commonly used homophones
3/23-3/27 4.22C
Spell commonly used homophones
3/30-4/3 No Lesson or Principle (STAAR Writing 3/30-3/31)
4/6-4/10 4.22A
R-Controlled Vowels
4/13-4/17 4.22A R-Controlled Vowels
4/20-4/24 No Lesson or Principle (STAAR Math 4/21 and Reading 4/22)
4/27-5/1 4.22A Spell words with silent letters (knee, wring, etc)
5/4-5/8 4.22D Use spelling patterns & rules and print and electronic resources to determine and check correct spelling in the Research and Media Project
5/11-5/15 4.22D Use spelling patterns & rules and print and electronic resources to determine and check correct spelling in the Research and Media Project
5/18-5/22 4.22D Use spelling patterns & rules and print and electronic resources to determine and check correct spelling in the Research and Media Project
5/25-5/29 No Lesson or Principle
4th Grade 2
6 Research-Based Techniques to Use with Spelling Instruction
1. Careful Word Selection- Word lists have been carefully selected based on the spelling TEKS for each grade level. Each list focuses on a spelling principle and high frequency words.
2. Using a Pretest – Study – Posttest Format-On the first day of the week, you will administer a pretest so that students will know which words they need to study. Students will be taught different routines to use for studying during the week, and finally take a posttest on Friday
3. Using a Self-Correction Technique- Research shows that having students correct their own spelling pretest, more learning occurs. The Circle Dot Method is one way to implement a Self-Correction Technique
4. Teaching Children How to Study Unknown Words- Look, Say, Cover, Write, Check is a routine that is included each week that teaches students how to study words
5. Spelling Games- Supplement, but not supplant explicit spelling instruction. Spelling games might include: Spelling Tic Tac Toe, Hangman, Scrabble, ________________
6. Word Sorting- is a way of practicing words and word patterns so that they may be automatically retrieved from memory…word sorting is a weekly option on the Speller’s Choice days
4th Grade 3
Weekly Spelling Routines and Procedures
Monday New Principle
Introduce Principle
Administer Pretest
Student List
Tuesday Look, Say, Cover, Write,
Check
Wednesday Speller’s Choice
Thursday Speller’s Choice
Friday Test
***4 day weeks, only allow for 1 day of Speller’s Choice***
4th Grade 4
Circle Dot
1. Check the spelling for the 1st word. (letter
by letter)
2. Draw a dot under every correct letter. If
you wrote a letter that is not correct, or if you
left out a letter, draw a little circle.
3. Use the circles to see the parts of the word
that gave you trouble.
4. Write the word again. Check your spelling.
5. Keep going until you have checked each
word on your list.
4th Grade 5
Circle Dot
1. Check the spelling for the 1st word.
(letter by letter)
2. Draw a dot under every correct letter.
If you wrote a letter that is not correct, or
if you left out a letter, draw a little circle.
3. Use the circles to see the parts of the
word that gave you trouble.
4. Write the word again. Check your
spelling.
5. Keep going until you have checked
each word on your list.
Circle Dot
1. Check the spelling for the 1st word.
(letter by letter)
2. Draw a dot under every correct letter.
If you wrote a letter that is not correct, or
if you left out a letter, draw a little circle.
3. Use the circles to see the parts of the
word that gave you trouble.
4. Write the word again. Check your
spelling.
5. Keep going until you have checked
each word on your list.
4th Grade 6
Look, Say, Cover, Write, Check
1. Write the list words in first column.
2. Begin with one word, LOOK closely at the letters to notice the visual
details.
3. SAY it and notice the parts to remember.
4. COVER the word and think about how the word looks (visualize it).
5. Say the word softly. WRITE it from memory in the next column.
6. Uncover and CHECK it with the word in the first column.
7. Repeat the process in the last column.
8. If it is spelled wrong in the last column, add the word to the first column
again and repeat the process.
4th Grade 7
Look, Say, Cover, Write,
Check
1. Write the list words in first column.
2. Begin with one word, LOOK closely at the
letters to notice the visual details.
3. SAY it and notice the parts to remember.
4. COVER the word and think about how the
word looks (visualize it).
5. Say the word softly. WRITE it from
memory in the next column.
6. Uncover and CHECK it with the word in the
first column.
7. Repeat the process in the last column.
8. If it is spelled wrong in the last column, add
the word to the first column again and repeat
the process.
Look, Say, Cover, Write,
Check
1. Write the list words in first column.
2. Begin with one word, LOOK closely at the
letters to notice the visual details.
3. SAY it and notice the parts to remember.
4. COVER the word and think about how the
word looks (visualize it).
5. Say the word softly. WRITE it from
memory in the next column.
6. Uncover and CHECK it with the word in the
first column.
7. Repeat the process in the last column.
8. If it is spelled wrong in the last column, add
the word to the first column again and repeat
the process.
4th Grade 8
Look, Say, Cover, Write, Check
(Precut Folder)
Step 1
Step 2
Step 3
Step 4
4th Grade 9
Look, Say, Cover, Write, Check
(Notecard in Spelling Notebook)
Step 1 Step 2
Step 3
Step 4
4th Grade 10
Name:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Lo
ok
, Say
, Co
ver, W
rite, Ch
eck
4th Grade 11
Speller’s Choice
Choose at least 2 activities to complete each week. Always use your newest spelling
words. Complete all written work in your Spelling Notebook.
Activities
1. Put the words in ABC order.
2. Write each word three times.
3. Write the words neatly in pen.
4. Draw pictures to help you remember each word. Write the word under each picture.
5. Write sentences using the words.
6. Write your words neatly in cursive.
7. Type your words in different fonts on the computer and paste them in your Spelling Notebook.
8. Cut the letters of your words out of magazines or newspapers and glue them to a
paper.
9. Have someone give you a practice test of your words.
10. At home or during recess, jump rope with your words: each time you jump, say a letter of
your word until you spell the whole word. (teacher or parent initials)
11. Play with your spelling words at this website: http://bit.ly/no22 (teacher or
parent initials)
12. Play spelling games to practice your words. http://www.spellingcity.com/
(teacher or parent initials)
13. Sort your spelling words using categories.
14. Find 5 new words (not on your list) that fit the Spelling Principle.
15. Spelling Game
4th Grade 12
Sample Spelling Lesson Plans
Set up Spelling Notebooks: 9/2-9/5 T-F
TEKS:
Obj: We will set up a Spelling Notebook.
Product: I will set up my Spelling
Notebook.
Model setting up Spelling Notebook with
students under a document camera.
Label the Front Cover “Spelling
Notebook” and Name
Paste a copy of the Speller’s Choice page
on the inside of the Back Cover
Collect Notebooks and store in
classroom for daily use. Ensure that
students are able to access them during
centers or independent work time each
day.
Students need to be complete this by the end of
this week.
4th Grade 13
Sample Spelling Lesson Plans
High Frequency Words: 9/8-9/12 M TEKS: 4.22A
Obj: We will spell high frequency words.
Product: I spell high frequency words by
taking a pretest and correcting my errors.
Introduce the Spelling Principle:
Writers need to know how to spell words
that they use often.
Administer the Pretest:
Use Word List provided to give students a
pretest in their Spelling Notebook.
Display List or Distribute Spelling List
Students correct Pretest and identify words
they need to study. (Circle Dot Method)
T
TEKS: 4.22A
Obj: We will spell high frequency words.
Product: I spell high frequency words by
using the Look, Say, Cover, Write, Check
Routine.
- Review the principle for this week.
- Model the Look, Say, Cover, Write, Check
Routine with your students. “Today you will
learn another way to study your words.”
1. Under the document camera, display the
Look, Say, Cover, Write, Check Sheet and then
place it in the precut file folder with all the flaps
open. Explain that you will demonstrate how to
use Look, Say, Cover, Write, Check to study
words. (If you are not going to use the precut
folder, you will need to model this routine
using a notecard in your Spelling Notebook.
Create 3 vertical columns on your paper by
folding or drawing. Number your paper to
accommodate the number of words on your
list.) See Handouts for Details
2. “You will write one of your words in the first
column and say it. Then you cover it with the
first flap (or your notecard).”
3. “Write the word from memory in the 2nd
column. Lift up the 1st flap (or your notecard)
and check the word letter by letter.” Correct the
word if it is misspelled. Demonstrate this
process.
4. Repeat the same process in the 3rd column
with the same word.
Research has proven that this is an effective
procedure for learning how to spell words and
the repetition using this strategy is crucial!
5. If the word is still misspelled in the last
column, show students how to highlight the part
to remember (e.g., an omitted letter or a
substituted letter)
6. Guide students through this process using the
next 4 words on their spelling list. They will
complete the last 5 words independently.
4th Grade 14
You will want to scaffold this routine to
independence over the course of the next several
weeks.
W
TEKS: 4.22A
Obj: We will spell high frequency words.
Product: I spell high frequency words by
completing an activity from the Speller’s
Choice list in my spelling notebook.
Speller’s Choice
Explain each activity on the list and how
you want it to be completed.
Model completing an activity in your
teacher Spelling Notebook.
Students may choose to complete the same
activity or a different activity in their
Spelling Notebook.
Each week, you may want to model a different
activity. You will want to scaffold this routine
to independence over the course of the next
several weeks. This may be assigned as
homework, as a center, or as independent work.
In a 4 day week, time only allows for 1 day of
Speller’s Choice.
Th
TEKS: 4.22A
Obj: We will spell high frequency words.
Product: I spell high frequency words by
completing an activity from the Speller’s
Choice list in my spelling notebook.
Speller’s Choice
Model completing an activity in your
teacher Spelling Notebook.
Students may choose to complete the same
activity or a different activity in their
Spelling Notebook.
Each week, you may want to model a different
activity. You will want to scaffold this routine
to independence over the course of the next
several weeks. This may be assigned as
homework, as a center, or as independent work.
F
TEKS: 4.22A
Obj: We will spell high frequency words.
Product: I spell high frequency words on a
spelling test.
Spelling Test
Pair students together to administer the
test.
One student calls the words for the other
student, who writes the words in their
Spelling Notebook.
Students switch roles.
Collect Spelling tests (either in the
Spelling Notebook or removed) to be
graded.
4th Grade 15
Spelling Principle
Writers need to know how to spell words that
they use often.
1. a lot
2. almost
3. because
4. believe
5. coming
6. different
7. excited
8. happened
9. library
10. usually
4th Grade 16
MONDAY
Pre-Test
Introduce new principle
4th Grade 17
TUESDAY
Look, Say, Cover, Write, Check
4th Grade 18
WEDNESDAY
Speller’s Choice Activity
4th Grade 19
THURSDAY
Speller’s Choice Activity
4th Grade 20
FRIDAY
Test/Buddy Test
