Day One: Say, Spell, Say

Objective

Students will understand and apply the rule: “If a word ends with a consonant and y, change the y to i when adding -es, -ed, -er, or -est.” They will practice correct spelling of words following this rule.

Essential Question

How do you change words ending with a consonant and y when adding suffixes like -es, -ed, -er, and -est?

Standards

• CCSS.ELA-LITERACY.L.4.2.C: Use spelling patterns and rules (such as final -y to -i) to write correctly.
• CCSS.ELA-LITERACY.RF.4.3.A: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context.

Materials

• Word cards with targeted spelling words
• Whiteboard and markers
• Individual whiteboards for students

Lesson Structure

I Do (5 minutes)

• Introduce the spelling rule with visual examples. Write a word like “hobby” on the board.
• Demonstrate changing the final y to i when adding -ed (hobby → hobbied) and keeping the spelling correct.
• Say the word aloud, spell it together, and say it again.
• Model with 3-4 examples (e.g., study → studied, happy → happiest).

We Do (5 minutes)

• Say a word together as a class (e.g., “angry”), then spell it out loud together, focusing on the y to i change.
• Teacher writes the base word and suffix on the board, students write on mini whiteboards.
• Use 3 examples from the list for guided practice.

Two Do (5 minutes)

• In pairs, students select 3 words from the prepared list.
• They say, spell, and say again to each other while writing the word with the suffix on paper.
• Teacher circulates to offer support, checking for correct rule application.

You Do (3 minutes)

• Each student writes one new word from the list with the suffix correctly changed on a sticky note or paper.
• Volunteers share aloud, teacher corrects gently if necessary.

Exit Ticket (2 minutes)

• Write this sentence on the board: I ___ (study + ed) hard yesterday.
• Students write the correct word to fill in the blank and turn it in as they leave.

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Day Two: Word Sorting

Objective

Students will sort and categorize words ending in consonant + y based on the suffix added and demonstrate understanding of the y to i spelling rule.

Essential Question

How can you use word patterns to sort and remember spelling rules?

Standards

• CCSS.ELA-LITERACY.L.4.2.C
• CCSS.ELA-LITERACY.RF.4.3.A

Materials

• Word cards with base words and suffixes (es, ed, er, est)
• Sorting mats labeled “-es,” “-ed,” “-er,” “-est”
• Chart paper and markers

Lesson Structure

I Do (4 minutes)

• Model sorting two words on a mat (e.g., “copied” under -ed, “prettiest” under -est).
• Think aloud to explain why the word belongs there, focusing on y → i change.

We Do (5 minutes)

• Class sorts 6 words together using a large pocket chart.
• Discuss similarities and differences after sorting.

Two Do (6 minutes)

• In small groups of 4, students sort their set of 12 words/cards into the mats.
• Groups write one sentence explaining the pattern for each suffix category.

You Do (3 minutes)

• Independently, students choose 3 words from one suffix category to write their own sentences using the word correctly.

Exit Ticket (2 minutes)

• Quick check: On index cards, write one word with the y → i change and underline the suffix they added.

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Day Three: Syllable Types

Objective

Students will identify and categorize syllables types (closed, open, magic e, vowel team, r-controlled, diphthong, consonant-le) in multisyllabic words including those with y → i changes.

Essential Question

How does knowing syllable types help us pronounce and spell words correctly?

Standards

• CCSS.ELA-LITERACY.RF.4.3.A
• CCSS.ELA-LITERACY.L.4.2.B: Use common Greek and Latin affixes and roots as clues to word meanings.

Materials

• Word list including target words (families, worries, ferries, emptied, etc.)
• Chart showing syllable types with definitions/examples
• Syllable sorting graphic organizer

Lesson Structure

I Do (5 minutes)

• Define syllable types with examples on the chart.
• Break down a word like “families” into syllables and identify each type.

We Do (5 minutes)

• Together break down 2-3 more words, discussing the syllable types aloud.
• Fill out syllable type organizer as a class.

Two Do (5 minutes)

• In pairs, students break down and identify syllables for 4 words from the list.
• Share findings with the class.

You Do (3 minutes)

• Individually, students pick one spelling word, break it into syllables, and label syllable types on paper.

Exit Ticket (2 minutes)

• Quick write: List two syllable types found today and give one example word for each.

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Day Four: Word Analysis, Vocabulary, Proofreading, Writing

Objective

Students will analyze the meaning of words with altered spelling, apply vocabulary knowledge in context, practice proofreading skills, and write sentences using correct spelling.

Essential Question

How can we use spelling patterns and vocabulary knowledge to write clear and correct sentences?

Standards

• CCSS.ELA-LITERACY.L.4.4.A: Use context to determine meaning of unfamiliar words.
• CCSS.ELA-LITERACY.L.4.2.C
• CCSS.ELA-LITERACY.W.4.4: Produce clear writing using correct spelling and grammar.

Materials

• Vocabulary chart with base words and definitions
• Proofreading worksheets with sentences containing errors (related to y → i changes)
• Writing journals/notebooks

Lesson Structure

I Do (5 minutes)

• Analyze a vocabulary word from the list (e.g., “happiest”). Connect the spelling change to meaning.
• Model proofreading a sentence on board with a misspelled word, correcting it aloud.

We Do (5 minutes)

• Students read sentences from worksheet with the teacher, find spelling errors together, and correct them.
• Discuss meaning clues in the sentence to ensure comprehension.

Two Do (5 minutes)

• In pairs, students use 4 words from the list to create sentences, focusing on correct suffix spelling and usage.
• Share sentences with the class.

You Do (3 minutes)

• Independently, students write a short paragraph (3-4 sentences) describing their favorite season or hobby using at least two words from the word list with correct suffix spelling.

Exit Ticket (2 minutes)

• One sentence on a sticky note using any spelling word correctly in context.

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Day Five: Assessment

Objective

Students will demonstrate mastery of the spelling rule by correctly applying the y → i change with suffixes and identifying related syllable types and vocabulary meanings.

Essential Question

Can you show what you know about changing final y to i and using these words correctly in writing?

Standards

• CCSS.ELA-LITERACY.L.4.2.C
• CCSS.ELA-LITERACY.RF.4.3.A
• CCSS.ELA-LITERACY.L.4.4.A
• CCSS.ELA-LITERACY.W.4.4

Materials

• Assessment worksheet (spelling, word analysis, vocabulary, writing prompts)
• Pencils

Lesson Structure

I Do (2 minutes)

• Review instructions aloud carefully with students.

We Do (3 minutes)

• Complete first 2 spelling words together on the assessment as practice.

Two Do (10 minutes)

• Students complete the rest independently.
• Tasks include: spelling words with suffixes applied, choosing syllable types, defining words based on context, and writing 2 sentences using target words.

You Do (3 minutes)

• Peer review: Swap papers with a partner and check for correct suffix spelling.

Exit Ticket (end of day)

• Self-reflection prompt: “One thing I learned about changing y to i is...” written on exit slip.

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Teacher Notes

• Encourage pronunciation and phonemic awareness throughout all activities.
• Use multi-sensory strategies: saying, spelling, writing, and movement to engage all learners.
• Adjust pacing to student needs; some students may need additional scaffolded practice.
• Consider visuals or digital tools for remote or blended learning environments.

This lesson sequence ensures alignment with Common Core standards and promotes deep understanding of morphological rules, syllable structures, vocabulary, and writing skills critical to 4th grade literacy mastery.