Overview

This 20-minute daily mini-unit focuses on mastering vowel + /r/ patterns (/or/, /ur/, /yoor/) through a gradual release instructional model (I Do, We Do, Two Do, You Do). All activities align with Common Core State Standards (CCSS) for 4th grade Language Arts, specifically addressing phonics, spelling, and word analysis skills.

---

Standards Addressed

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.E:
Use the spelling patterns and generalizations in writing words.

CCSS.ELA-LITERACY.L.4.2.F:
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

---

Learning Objectives

• Identify and pronounce vowel + /r/ sounds: /or/, /ur/, /yoor/.
• Decode and spell words with /or/, /ur/, and /yoor/ vowel-r patterns.
• Sort words by vowel + /r/ sound pattern.
• Apply spelling knowledge in word analysis and writing sentences.
• Demonstrate mastery through verbal and written spelling assessments.

---

Day One: Say, Spell, Say Words

Materials

• Word cards with spelling words
• Whiteboard and markers

Activities

Time	Instructional Phase	Description
3 min	I Do (Modeling)	Teacher pronounces and spells each word aloud clearly (e.g., horse - h-o-r-s-e), emphasizing the vowel + /r/ sound. Then repeats word. Shows correct pattern and pronunciation.
5 min	We Do (Guided Practice)	Teacher and class say the word aloud together, then spell it together using whiteboards. Teacher corrects and models again as needed.
5 min	Two Do (Partner Practice)	Students work in pairs. Each student says and spells assigned words aloud to partner, who listens and provides positive feedback or correction.
5 min	You Do (Independent Practice)	Each student writes five words from the list in their notebooks, saying the word aloud before writing.
2 min	Exit Ticket	Students orally say one word’s vowel + /r/ sound and spell it aloud to teacher before exiting.

---

Day Two: Sort the Sounds

Materials

• Word cards from Day One
• Three sorting mats labeled: /or/, /ur/, and /yoor/

Activities

Time	Instructional Phase	Description
4 min	I Do	Teacher models how to listen for and identify vowel + /r/ sound, sorts 3-4 words on mats, explaining reasoning.
6 min	We Do	Class sorts 10 words together on mats, discussing the vowel + /r/ sound used. Teacher reinforces pronunciation cues.
5 min	Two Do	Pairs complete sorting of remaining words, explaining choices aloud to each other and teacher.
3 min	You Do	Individually, students write one word from each category in their notebooks.
2 min	Exit Ticket	Students say and categorize one word’s vowel + /r/ sound orally to teacher.

---

Day Three: Proofread & Write

Materials

• Spelling worksheet with sentences containing misspelled vowel + /r/ pattern words
• Notebook for sentence writing

Activities

Time	Instructional Phase	Description
4 min	I Do	Teacher reads sentences aloud from worksheet and models correcting misspelled vowel + /r/ words.
5 min	We Do	Class corrects 2-3 sentences together, discussing spelling patterns and vowel sounds.
5 min	Two Do	Pairs proofread remaining sentences and correct misspellings, then check with teacher.
4 min	You Do	Each student writes three original sentences using different vowel + /r/ words from the list.
2 min	Exit Ticket	Volunteers share one corrected or original sentence aloud, emphasizing vowel + /r/ pattern.

---

Day Four: Spelling Sound Game

Materials

• Game board with sections for /or/, /ur/, /yoor/
• Game cards with word definitions, sentences with blanks, or word puzzles
• Timers and tokens

Activities

Time	Instructional Phase	Description
4 min	I Do	Teacher explains game rules and models a sample turn focusing on vowel + /r/ patterns.
6 min	We Do	Teacher and students take a guided group turn playing the game together on the board, practicing /or/, /ur/, /yoor/ words.
6 min	Two Do	Students play in small groups of 3-4, taking turns reading words, filling blanks, or solving puzzles that practice vowel + /r/ patterns. Teacher circulates to assist.
2 min	You Do	Students write down one new word they learned or found challenging during the game.
2 min	Exit Ticket	One student per group says and spells their chosen word aloud.

---

Day Five: Spelling Assessment

Materials

• Oral and written testing sheets with 20 spelling words
• Pencils and paper

Activities

Time	Instructional Phase	Description
3 min	I Do	Teacher reads directions carefully and models one example test word aloud, spelling it for clarity.
12 min	We Do (Shared Focus)	Brief review of all vowel + /r/ patterns. Then students independently write words as dictated, checking their work quietly.
3 min	You Do	Students self-check their most confident 5 words by looking at the word list silently. Teacher collects papers.
2 min	Exit Ticket	Students orally say a favorite word from the list and use it in a sentence before leaving.

---

Differentiation & Support

• Provide visual cues with vowel + /r/ colors (e.g., highlight /or/ words in orange, /ur/ in blue, /yoor/ in green).
• Use word mats and magnetic letters for kinesthetic learners.
• Pair stronger spellers with peers needing support during partner or group work.
• Record audio pronunciations for students needing extra auditory reinforcement.

---

Assessment & Reflection

• Informal checks through exit tickets daily assess oral spelling and sound discrimination.
• Formal spelling assessment on Day Five gauges mastery and readiness for next skills.
• Teacher reflects on pairing success, time management, and engagement levels to adjust pacing or supports.

---

Wow Factor Suggestions:

• Integrate a quick “sound detective” augmented reality app showing mouth movement for vowel + /r/ sounds (if tech available).
• Use a catchy vowel + /r/ chant/song to reinforce memory before Day 4 Game.
• Incorporate student-created word puzzles on Day Four using an online generator printed for the class.

This detailed, standards-aligned 5-day sequence enables 4th graders to confidently decode, spell, and use complex vowel + /r/ patterns crucial for fluent reading and writing success.