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Day One: Say, Spell, Say Words

Objective

Students will correctly pronounce, spell, and recognize two-syllable words with the final l or el sounds, specifically following the patterns el, al, and le. This lesson addresses the CCSS.ELA-LITERACY.RF.4.3.A standard: “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 list cards with target words (nickel, metal, total, eagle, middle, special, final, model, bottle, double, towel, medal, battle, candle, trouble, handle, simple, uncle, title, cattle)
• Whiteboard/marker
• Individual whiteboards or paper and pencils

Lesson Plan

Time	Activity	Format	Details
3 min	Introduction & Model	I Do	Teacher pronounces “nickel,” breaks it into syllables, spells it aloud, then says the word again.
5 min	Guided Practice	We Do	Teacher and students say, spell, then say together several target words (metal, eagle, bottle).
5 min	Partner Practice	Two Do	Pairs practice saying and spelling assigned words aloud to each other with flashcards.
5 min	Independent Practice	You Do	Students write and spell 3 words independently on whiteboards or paper. Teacher circulates.
2 min	Exit Ticket		Students write one target word, saying it aloud to teacher, then spell it without help.

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Day Two: Sort the Word Sounds (el, al, le)

Objective

Students will categorize and sort words by their final syllable sound patterns: el, al, and le, developing phonological awareness and reinforcing CCSS.ELA-LITERACY.RF.4.3.B: “Decode words with common Latin suffixes.”

Materials

• Word cards with target words
• 3 sorting mats labeled EL, AL, and LE
• Chart paper to record groupings

Lesson Plan

Time	Activity	Format	Details
3 min	Model Sorting	I Do	Teacher demonstrates sorting three words (title, medal, candle) by their sound endings.
5 min	Guided Sorting	We Do	Whole class sorts 6-9 words together using mats and chart paper. Teacher leads discussion.
5 min	Partner Sorting	Two Do	Partners sort remaining word cards into EL, AL, LE piles on desk mats, then explain their choices.
5 min	Independent Sorting	You Do	Individually students write 3 sorted words per category with correct spelling on paper.
2 min	Exit Ticket		Write one word from each category and underline the final syllable (el, al, or le).

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Day Three: Word Analysis & Vocabulary Analogies

Objective

Students will analyze word structures, complete vocabulary analogies related to the target words, practice syllable addition, and proofread spelling errors, linking to 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.”

Materials

• Word cards
• Syllable charts
• Analogy worksheets
• Proofreading sentences with target word errors

Lesson Plan

Time	Activity	Format	Details
3 min	Demonstrate Word Analysis	I Do	Break down “special” into syllables and identify root and suffix; show an analogy (e.g., bottle is to handle as candle is to wick).
5 min	Guided Vocabulary Analogies	We Do	Create analogies as a class using target words (ex: eagle is to bird as battle is to fight).
5 min	Paired Syllable Addition	Two Do	Partners add syllables to base words (e.g., add "le" to "bott" to make bottle), then say and spell them.
5 min	Independent Proofreading	You Do	Students mark and correct spelling errors in sentences containing the target words.
2 min	Exit Ticket		Write an analogy using one target word and explain it in one sentence.

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Day Four: Spelling Game

Objective

Students will reinforce spelling and recognition of words with final l or el sounds through interactive play, strengthening skills aligned with CCSS.ELA-LITERACY.RF.4.3.C: “Use context to confirm or self-correct word recognition and understanding.”

Materials

• “Spin & Spell” game wheel (three sections: EL, AL, LE)
• Word cards
• Timer

Lesson Plan

Time	Activity	Format	Details
3 min	Explain Game	I Do	Teacher demonstrates spinning the wheel, drawing a card, then spelling the word aloud correctly.
5 min	Group Play	We Do	Class plays the game together in groups of five, helping each other sound out and spell words.
5 min	Partner Play	Two Do	Partners compete to spell randomly drawn words; partner can help for one “hint” per round.
5 min	Independent Spelling Challenge	You Do	Students write three words from the game independently from memory.
2 min	Exit Ticket		Write and spell one new word they learned in the game.

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Day Five: Assessment

Objective

Students will demonstrate mastery of final l and el sound patterns in two-syllable words through a formative spelling and usage assessment, aligned with CCSS.ELA-LITERACY.RF.4.3.D: “Read grade-appropriate irregularly spelled words.”

Materials

• Assessment worksheet with dictation and fill-in-the-blank
• Writing paper
• Pencils

Lesson Plan

Time	Activity	Format	Details
3 min	Review Key Concepts	I Do	Teacher reviews word sorts and spelling tips aloud, emphasizing final syllable sounds.
5 min	Practice Test	We Do	Teacher reads a few sample words aloud; students spell together on mini whiteboards.
5 min	Assessment Test	Two Do	Students individually write dictated words and complete fill-in-the-blank items on the test.
5 min	Independent Application	You Do	Students write 3 original sentences using at least 3 target words from the unit.
2 min	Exit Ticket		Self-assess spelling confidence (e.g., mark a smiley face if they feel they did well).

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Summary

Each day’s activities progressively build phonics, spelling, and word knowledge skills specifically targeting two-syllable words with final l, el, al, and le patterns. The structured I Do, We Do, Two Do, You Do model supports differentiated learning and mirrors strong instructional techniques promoted by Common Core standards for 4th grade ELA. The use of engaging sorting, analogies, games, and spelling challenges will keep students actively involved and help cement their understanding while preparing them for the final assessment confidently.

This week-long unit is designed to provide focused, measurable, and standard-aligned instruction that will impress teachers by combining rigor with hands-on, creative learning approaches.