Unit 14: Final er Sounds

Grade: 4th
Duration: 20 minutes per day
Class Size: 25 Students
Common Core Alignment:

• 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.
• CCSS.ELA-LITERACY.L.4.2.D: Spell grade-appropriate words correctly, consulting references as needed.
• CCSS.ELA-LITERACY.L.4.4.B: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
• CCSS.ELA-LITERACY.L.4.2.E: Use spelling patterns and rules to write words correctly.
• CCSS.ELA-LITERACY.L.4.5.B: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words.

---

Day One: Say, Spell, Say

Objective

Students will be able to correctly say, spell, and recognize the final "-er" sounds in two-syllable words with patterns er, or, and ar in isolation and small group settings.

Materials

• Word list: sailor, harbor, enter, weather, labor, ladder, cellar, chapter, sugar, suffer, collar, proper, motor, favor, bitter, beggar, shower, temper, feather, doctor
• Dry erase boards and markers
• Whiteboard and markers

Lesson Plan

I Do (5 min)

• Introduce the unit by explaining final "-er" sounds in two-syllable words and how "er," "or," and "ar" can make similar ending sounds.
• Write 3 example words on the board (e.g., sailor, harbor, ladder). Say each word slowly and clearly, highlighting the final syllable sound.
• Model “Say, Spell, Say”: Say “sailor,” spell it aloud S-A-I-L-O-R, then say “sailor” again.

We Do (5 min)

• Invite students to repeat the "Say, Spell, Say" process as a class with 2 additional words from the list.
• Write the words on the board and guide students: say word, spell together, then say the word again.

Two Do (5 min)

• Pair students and provide 2 words each to practice with their partner.
• Students take turns saying the word, spelling it on mini whiteboards, and then saying it aloud again.

You Do (3 min)

• Distribute a word list worksheet (with half the words from the list).
• Each student silently practices "Say, Spell, Say," writing the word and saying it aloud quietly.

Exit Ticket (2 min)

• On an index card, students write two words from today’s list and use the “Say, Spell, Say” method out loud to themselves.
• Collect cards to quickly assess correct spelling and pronunciation.

---

Day Two: Sort the Words (er, or, ar)

Objective

Students will categorize two-syllable words by their final "-er," "-or," and "-ar" spelling patterns, deepening understanding of phonics rules for these sounds.

Materials

• Word cards from Day One
• Sorting mats labeled: ER, OR, AR
• Whiteboard and markers

Lesson Plan

I Do (4 min)

• Explain the phonics rule: Different endings ("-er," "-or," "-ar") can create similar sounds but are spelled differently.
• Model sorting with 3 example words: enter (er), harbor (or), sugar (ar). Put each on the correct mat, explaining your reasoning.

We Do (6 min)

• Choose 6 words and sort them together as a class on the mats. Call on students to volunteer and explain their choices.

Two Do (6 min)

• Pairs receive 12 word cards to sort themselves on the mats. Encourage discussion and reasoning aloud.

You Do (2 min)

• Independently, students write 3 words from the list under the correct ending column on a worksheet.

Exit Ticket (2 min)

• Students read aloud one word from each category and explain why it belongs there in one sentence.

---

Day Three: Word Analysis, Context, Proofreading & Writing

Objective

Students will analyze words with final "-er," "-or," and "-ar" endings for meaning and usage, and practice proofreading and incorporating them correctly into sentences.

Materials

• Sentences with blanks and word choices (e.g., The ___ climbed the ladder.)
• Student notebooks or paper
• Whiteboard and markers

Lesson Plan

I Do (4 min)

• Demonstrate how to figure out word meaning by breaking down parts and using context clues.
• Example: Read, “The weather is cold today.” Ask, “What does the word weather mean here?”
• Model proofreading a sentence with a wrong ending word (e.g., “She is a good favor.”) and correcting it.

We Do (6 min)

• Together read 3 sentences with the word list. Decide which word fits best in each blank.
• Proofread and correct sentences for spelling.

Two Do (6 min)

• Partners write 3 original sentences each using words from the list.
• Exchange and proofread partner’s sentences for correct spelling and context.

You Do (2 min)

• Individually write one sentence using any two "-er," "-or," "-ar" words correctly.

Exit Ticket (2 min)

• On a slip, students write one sentence using one word from the list and underline the word.

---

Day Four: Spelling Game

Objective

Students will reinforce spelling and pronunciation of "-er," "-or," and "-ar" ending words through engaging, interactive game play encouraging friendly competition and application.

Materials

• Prepared word flashcards
• Whiteboard for scorekeeping
• Timer or stopwatch
• Small reward/token for winning team (optional)

Lesson Plan

I Do (3 min)

• Explain the rules of the “Final er Sound Challenge”: Teacher says definition → student spells aloud → next student buzzes in to say a new word with the sound → repeat.

We Do (5 min)

• Practice a few rounds together as a class so everyone understands. Highlight correct spelling and pronunciation.

Two Do (7 min)

• Split class into two teams (12 and 13 students). Team members take turns answering for points.
• Use flashcards with definitions or sentences missing the "er," "or," or "ar" word.

You Do (3 min)

• Quick written challenge: students individually write three words from today’s list as fast as they can.

Exit Ticket (2 min)

• Students tell the teacher their favorite word learned this week and spell it aloud.

---

Day Five: Assessment

Objective

Students will demonstrate mastery of final "-er," "-or," and "-ar" sounds through spelling, word sorting, usage in context, and oral proficiency.

Materials

• Assessment packets (spelling test, sorting activity, sentence writing prompt)
• Pencil and scratch paper

Lesson Plan

I Do (2 min)

• Explain procedures and expectations for today’s assessment. Encourage calm and focus.

We Do (3 min)

• Quick warm-up: Say and spell 2 words aloud with the class.

Two Do (10 min)

• Students complete the written assessment independently:
  1. Spell 15 dictated words from the list.
  2. Sort 12 words into the er, or, ar categories on the paper.
  3. Write 2 sentences using any 2 words correctly.

You Do (3 min)

• Oral check: Call on 5 students at random to say and spell a word from the list.

Exit Ticket (2 min)

• Have students self-assess: On a scale of 1-5, how confident do you feel about words with the final er/or/ar sounds? They circle a number and write a quick reason.

---

Notes for Teacher

• Keep transitions smooth with timers to ensure 20 mins max per day.
• Use encouraging language and celebrate small successes to build confidence in spelling.
• Adapt difficulty by selecting more challenging words or increasing volume of words as students progress.
• Use multisensory approaches, such as tracing words on desks or air spelling, for kinesthetic learners.
• Encourage parents to support at home with a simple “Say, Spell, Say” routine nightly.

This detailed unit provides a scaffolded, standards-aligned, and engaging approach to mastering tricky final "-er," "-or," and "-ar" sounds for 4th graders.