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Day One: Say, Spell, Say

Objective

Students will accurately pronounce, spell, and understand the meanings of Unit 28 spelling words with suffixes.
CCSS Alignment:

• CCSS.ELA-LITERACY.RF.4.3.A: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words.
• 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.

Essential Question

How do suffixes change the meaning of base words, and how can we spell words with suffixes correctly?

Lesson Plan Format

• I Do (5 minutes)

  • Display the list of spelling words. Pronounce each word slowly and clearly, emphasizing the suffix.
  • Model the “Say, Spell, Say” strategy: say the word aloud, spell the word aloud, then say the word again with correct pronunciation (e.g., "colorful" - c-o-l-o-r-f-u-l - colorful).
  • Explain the rule: If the base word ends in "y," change the "y" to "i" before adding a suffix (e.g., “friendly” → “friendliness”).

• We Do (6 minutes)

  • Call on volunteers to “Say, Spell, Say” words with guidance. Provide corrective feedback and model again if necessary.
  • Use a visible timer and encourage students to spell words aloud together in unison.

• Two Do (5 minutes)

  • Students pair up and practice “Say, Spell, Say” words from the list, alternating who says and spells first.
  • Teacher circulates to assist pairs struggling with suffix pronunciation or spelling.

• You Do (3 minutes)

  • Each student independently says, spells, and says three words aloud silently in their head, then writes them on mini whiteboards or paper to check spelling.

Exit Ticket (1 minute)

Write one word from today’s list and underline the suffix.

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Day Two: Fill-in-the-Blank

Objective

Students will demonstrate understanding of word meanings and suffix application using context clues in fill-in-the-blank sentences.
CCSS Alignment:

• CCSS.ELA-LITERACY.L.4.4.A: Use context as a clue to the meaning of a word or phrase.
• CCSS.ELA-LITERACY.L.4.4.B: Use common Greek and Latin affixes and roots as clues to the meaning of a word.

Essential Question

How can we use the meaning of suffixes and context clues to choose the correct spelling word?

Lesson Plan Format

• I Do (4 minutes)

  • Model filling in a sentence with the correct suffix word from a sentence on the board (e.g., "The ______________ of the forest made it hard to see." – darkness).
  • Highlight how the suffix changes meaning and fits grammatically.

• We Do (6 minutes)

  • As a class, complete five fill-in-the-blank sentences projected on the board together.
  • Discuss why the chosen suffix word fits the context.

• Two Do (5 minutes)

  • Students work with a partner to complete 4 additional fill-in-the-blank sentences on a handout.
  • Partners discuss their choices and underline suffixes.

• You Do (4 minutes)

  • Independently complete 3 fill-in-the-blank sentences on a worksheet or journal.

Exit Ticket (1 minute)

Write one sentence using a suffix word from the list in the blank, draw a small picture to illustrate it.

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Day Three: Word Analysis, Vocabulary, Proofreading, Writing

Objective

Students will analyze suffix word parts, improve vocabulary, proofread writing for correct suffix spelling, and write a sentence using suffix words.
CCSS Alignment:

• CCSS.ELA-LITERACY.L.4.4: Determine or clarify the meaning of unknown words and phrases.
• CCSS.ELA-LITERACY.L.4.2.B: Use a comma to separate coordinate adjectives.
• CCSS.ELA-LITERACY.W.4.3.A: Introduce a topic clearly and group related information logically.

Essential Question

How do suffixes affect word meaning, and how can proofreading help us use them correctly?

Lesson Plan Format

• I Do (5 minutes)

  • Break down a word (e.g., “hopeless”) into base + suffix parts, explain meaning changes.
  • Show common suffixes -ment, -ness, -ful, -less to categorize words.
  • Model proofreading a sentence with suffix word errors aloud.

• We Do (5 minutes)

  • Class collaborates to sort words into suffix categories on chart paper or board.
  • Proofread a short paragraph projected on screen; identify and correct suffix spelling errors.

• Two Do (5 minutes)

  • In pairs, students write one sentence each using any suffix word. Exchange papers and proofread partner’s sentence for correct suffix spelling and punctuation.

• You Do (4 minutes)

  • Independently write a short paragraph (3-4 sentences) using at least two suffix words correctly spelled.

Exit Ticket (1 minute)

Write one sentence explaining the meaning of a suffix word from today’s lesson.

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Day Four: Board Game Scramble

Objective

Students will create and spell words using suffixes -ment, -ness, -ful, and -less in an engaging, cooperative game setting.
CCSS Alignment:

• CCSS.ELA-LITERACY.L.4.4.B: Use common Greek and Latin affixes and roots as clues to meaning.
• CCSS.ELA-LITERACY.RF.4.3.A: Use morphology to decode multisyllabic words.

Essential Question

How can building words using suffixes help us understand their meaning and spelling?

Lesson Plan Format

• I Do (4 minutes)

  • Introduce the Board Game Scramble: small teams will create words from suffix base cards and suffix tiles.
  • Model one turn: pick a base word card (e.g., “hope”), add suffix tile “-less,” say, spell, and define “hopeless.”

• We Do (4 minutes)

  • Play first round as a whole class with teacher as facilitator. Teams suggest suffix addition aloud.

• Two Do (8 minutes)

  • In groups of four, students take turns drawing base word cards and suffix tiles to build words.
  • Groups record words formed, say and spell each out loud for points.

• You Do (3 minutes)

  • Individually choose one group-formed word to write a sentence.

Exit Ticket (1 minute)

Write the suffix you used most often today and one new word you formed.

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Day Five: Spelling and Suffixes Assessment

Objective

Students will demonstrate mastery in spelling, recognizing, and applying suffixes in spelling unit words.
CCSS Alignment:

• CCSS.ELA-LITERACY.RF.4.3.C: Use knowledge of syllabication and morphology to read multisyllabic words.
• CCSS.ELA-LITERACY.L.4.2.D: Spell grade-appropriate words correctly, consulting resources as needed.

Essential Question

How well can I spell and apply suffix words independently?

Lesson Plan Format

• I Do (3 minutes)

  • Review test instructions and remind students of suffix spelling rules.

• We Do (4 minutes)

  • Write one example word on board to practice silently spelling together once.

• Two Do (10 minutes)

  • Administer assessment: students write spelling words dictated by teacher into sentences and independently write 2 original sentences using suffix words.

• You Do (2 minutes)

  • Self-assess by checking if all suffixes follow the "change y to i" rule or correct suffix endings.

Exit Ticket (1 minute)

Write one suffix word you are proud you spelled correctly and why.

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Notes for Teachers

• Differentiation:

  • Offer word lists with simpler base words for struggling students.
  • Encourage advanced students to create new words with suffixes and define them.

• Materials Needed:

  • Whiteboards and markers, suffix/base word cards, fill-in-the-blank worksheets, writing journals, timer, exit ticket slips.

• Engagement Tip: Use real-life examples when possible (e.g., colorful clothing, painful scrapes) to make words relatable.

This 5-day sequence blends morphology, spelling, vocabulary, and writing aligned to Common Core standards for robust and interactive suffix mastery.