Spelling

**Grade 4**  **Unit:** Spelling and Vocabulary  **Purposes:** spelling patterns, high frequency words, grade appropriate words, word origins, figurative language, nuances in word meanings, and word relationships
 * Essential Questions:** Where do words come from? How do we figure out the meaning of words we don't know? How are words connected?

 **Description:** Spelling is learned through a word study approach. Students learn patterns, spelling rules, prefixes, suffixes, homophones, and sight words through weekly spelling lists, word sorts, and a variety of activities. Students acquire and use vocabulary across the content areas through explicit instruction, reading, writing, listening, speaking, and multimedia.

Desired Results

**Language Standards K-5**
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Spell grade-appropriate words correctly, consulting references as needed.
 * Conventions of Standard English**

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use content (e.g. definitions, examples, or restatements in text) as a clue to the meaning of a word or phrases. b. Use common grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph) c. Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
 * Vocabulary Acquisition and Use**

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g. quizzed, whined, stammered) and that are basic to a particular topic (e.g. wildlife, conservation, and endangered)

CT Grade Level Expectations
Use spelling rules and patterns from previous grades. Spell grade-appropriate words taught as part of the curriculum content areas. Spell high-frequency words correctly Explain and spell common homophones and homographs Spell common contractions Use knowledge of morphology and structural analysis as an aid to spelling word. Apply spelling knowledge in writing.

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: b. create original works as a means of personal or group expression.
 * NETS for Students**
 * 1. Creativity and Innovation**

Writing Editing and Revising
 * Connecticut Mastery Test Objectives**
 * **Understandings** || **Essential Questions** ||
 * Words and phrases have roots in languages, cultures, and history.

There are many strategies for figuring out words. || Where do words come from?

How do we figure out the meaning of words we don't know? ||


 * **Knowledge:**

//The student will know...// || **Skills:**

//The students will be able to...// || grade appropriate words high-frequency words contractions homophones and homographs strategies for spelling unknown words strategies for finding meaning of unknown words greek and latin roots and affixes similes metaphors idioms proverbs synonyms antonyms figurative language, word relationships and nuances spelling and vocabulary reference materials || apply knowledge of spelling and words to reading and writing
 * spelling rules and patterns

use context to figure out meaning of unknown words

consult reference materials to aid in spelling and word meaning

explain meaning of similes and metaphors ||  ||

roots suffix prefix simile metaphor idiom proverb synonym antonym dictionary thesaurus ||
 * Content Vocabulary ||
 * homophones

Assessment Evidence
 * **Performance Tasks**

Spelling and vocabulary will be an integral component in performance tasks across the curriculum. || **Formative Assessments** Developmental Spelling Assessment Weekly Pretests and Postests Writing

Writing Prompts CMT
 * Summative Assessments**

Editing Checklists Integral component of scoring guides/rubrics across the grade level ||
 * Student Assessments**

Learning Plan
 * Resources**

Houghtin Mifflin Spelling and Vocabulary Quick Word Books Online Games and Activities Word Journeys || Word Sorts Spelling City Online Games and Activities SMARTboard Activities Spelling Foldables || Word of the Week Activities Word Videos [|Vocabulary Animotos] Online Games and Activities SMARTboard Activities Grammar Foldables ||
 * **Anchor Activities** ||
 * **Administer developmental spelling assessment** to determine developmental level of students || Words Their Way
 * **Differentiate spelling lists** based on DSA and on pre-tests (later in year) || Spelling Lists ||
 * **Weekly Spelling Activities** || Spelling Workbooks
 * **Vocabulary Building Activities** || Spelling Workbooks