Final Long E Patterns

Day One: Say, Spell, Say

Objective:
Students will correctly pronounce, spell, and recognize the final long /ē/ sound spelled with -y and -ey in given words.

Essential Question:
How do words with the final long /ē/ sound spelled as -y and -ey look and sound?

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I Do (5 minutes)

• Introduce the final long /ē/ sound spelled -y and -ey using clear examples like happy and honey.
• Model saying the word aloud, spelling it, then saying it again emphasizing the long /ē/ sound.
• Show the 25 words, highlighting the ending spellings -y/-ey.

We Do (5 minutes)

• Together with students, say and spell ten selected words aloud.
• Ask choral responses: Students say the word, spell it together, then say it again.

Two Do (5 minutes)

• In pairs, students take turns saying a word from the list, spelling it aloud, then saying it again.
• Teacher circulates giving prompts and corrective feedback.

You Do (3 minutes)

• Students individually pick 5 words from the list and complete Say, Spell, Say silently.
• Volunteers share their choices aloud.

Exit Ticket (2 minutes)

• Students write one word with the final long /ē/ spelled -y and one word spelled -ey, then say each aloud to themselves.

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Standards:

• CCSS.ELA-LITERACY.RF.4.3.E: Decode words with common prefixes and suffixes.
• CCSS.ELA-LITERACY.L.4.2.E: Spell grade-appropriate words correctly, consulting references as needed.

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Day Two: Sort the Words — Spin the Spinner Wheel

Objective:
Students will categorize words with the final long /ē/ sound by their spelling pattern (-y or -ey).

Essential Question:
How can we sort and identify words with the final long /ē/ sound based on the spelling patterns -y and -ey?

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I Do (4 minutes)

• Demonstrate word sorting on board: create two columns labeled "-y" and "-ey."
• Spin an imaginary wheel or physical spinner marked with words, sort a few words based on their spelling.

We Do (6 minutes)

• Spin the spinner wheel (physical or digital) with the whole class.
• As a word is spun, ask students to categorize it aloud and place it in the correct column on a class chart.

Two Do (5 minutes)

• In pairs, students take turns spinning and sorting words on paper copies of the wheel and word list.
• Pairs self-check and discuss reasoning for word placement.

You Do (3 minutes)

• Individually, students sort a mixed list of 10 words onto a worksheet with "-y" and "-ey" columns.

Exit Ticket (2 minutes)

• One quick word from each student naming a word they sorted with the -y ending and one with the -ey ending.

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Standards:

• CCSS.ELA-LITERACY.RF.4.3.A: Use combined knowledge of all letter-sound correspondences to read accurately unfamiliar multisyllabic words.
• CCSS.ELA-LITERACY.L.4.2.E: Spell grade-appropriate words correctly.

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Day Three: Seven Syllable Types

Objective:
Students will identify and classify syllable types within words, focusing on final-syllable patterns.

Essential Question:
How do different syllable types help us read and spell words correctly?

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I Do (5 minutes)

• Introduce seven syllable types: Closed, Open, Magic e, Vowel team, R-controlled, Diphthong, Consonant-le.
• Model with the word honey: hŏn(e)y (Closed + -ey).
• Break down each target word to identify its syllable types.

We Do (5 minutes)

• Together, break down 5 words from the list, helping students segment words into syllables and name the types.
• Use whiteboard or interactive board to write syllable markings.

Two Do (5 minutes)

• In pairs, students pick 5 words, physically clap out syllables, write syllable type labels on mini whiteboards or paper.

You Do (3 minutes)

• Individually, students complete a quick worksheet sorting 5 words by syllable types.

Exit Ticket (2 minutes)

• Students write down one word, segment it, and name its syllable types.

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Standards:

• CCSS.ELA-LITERACY.RF.4.3.A: Decode multisyllabic words.
• CCSS.ELA-LITERACY.L.4.2.A: Use knowledge of Greek and Latin affixes and roots.

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Day Four: Word Analysis, Analogies, Riddles, and Writing

Objective:
Students will apply phonics skills to analyze words, solve analogies and riddles, and write correctly spelled sentences.

Essential Question:
How can analyzing word parts help us understand, write, and solve word problems?

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I Do (4 minutes)

• Demonstrate analyzing a word (e.g., lonely) by identifying the base word lone + -ly suffix, pointing out final long /ē/ sound and spelling pattern.
• Present a simple analogy: honey is to bee as turkey is to ___.
• Model writing a sentence using one target word.

We Do (6 minutes)

• Solve fun riddles using word clues focused on the spelling patterns (e.g., "I am yellow and sweet, found in a hive, what am I?" — honey).
• Complete analogies as a class.
• Co-write a short paragraph using final long /ē/ words.

Two Do (5 minutes)

• In pairs, students create their own riddles using 2-3 spelling words, solve each other's riddles.
• Practice proofreading short sentences for spelling accuracy with teacher support.

You Do (3 minutes)

• Individually, students write 3 original sentences using different final long /ē/ pattern words.

Exit Ticket (2 minutes)

• Students read one sentence aloud, underline the word with the final long /ē/ pattern, and explain the spelling choice.

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Standards:

• CCSS.ELA-LITERACY.L.4.4.B: Use common Greek and Latin affixes and roots as clues to word meanings.
• CCSS.ELA-LITERACY.W.4.2: Write informative/explanatory texts.
• CCSS.ELA-LITERACY.L.4.2.E: Spell words correctly.

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Day Five: Final Long E Assessment

Objective:
Students will demonstrate mastery of spelling, syllable types, and word analysis related to final long /ē/ sound words spelled with -y and -ey.

Essential Question:
How well can I read, spell, and understand words with the final long /ē/ sound spelled -y and -ey?

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I Do (2 minutes)

• Review the instructions clearly for the assessment task.

We Do (3 minutes)

• Briefly practice one sample question together (e.g., spell "valley").

Two Do (10 minutes)

• Students complete the assessment independently:
  • Spell 10 dictated final long /ē/ words.
  • Identify syllable types in 5 given words.
  • Categorize words under -y or -ey endings on a sorting table.
  • Write a short sentence choosing one spelling word.

You Do (3 minutes)

• Reflect and self-check on the assessment, correcting one misspelled word using learned strategies.

Exit Ticket (End of class)

• Write one new thing you learned about final long /ē/ words and one question you still have.

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Standards:

• CCSS.ELA-LITERACY.RF.4.3.A: Decode multisyllabic words accurately.
• CCSS.ELA-LITERACY.L.4.2.E: Spell words correctly.
• CCSS.ELA-LITERACY.W.4.2.D: Use precise language in writing.

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This 5-day targeted plan uses multisensory strategies, interactive tools (spinner wheel), peer collaboration, and rigorous rigor aligned to Common Core standards supporting phonics and spelling mastery in 4th graders. The variety ensures engagement while building strong decoding and encoding skills for this important final long /ē/ sound pattern.