Consult reference materials to find the pronunciation of unknown words and phrases. Spell grade-appropriate words correctly, consulting references as needed
Arizona Academic Standards:
4.L.2.d
Common Core State Standards:
Literacy.L.4.2d
Georgia Standards of Excellence (GSE):
ELAGSE4L2d
Kentucky Academic Standards (KAS):
L.4.2.d
Massachusetts Curriculum Frameworks:
L.4.2.e
Mississippi College- and Career-Readiness Standards:
L.4.2d
New York State Next Generation Learning Standards:
Spell grade-appropriate words correctly, consulting references as needed.
North Carolina - Standard Course of Study:
L.4.2.d
Spell grade-appropriate words correctly
Wisconsin Academic Standards:
L.4.6.d
spell grade-level words correctly using reference materials to solve words as needed.
Pennsylvania Core Standards:
CC.1.4.4.F
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
E04.D.1.1.1 - Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why).
E04.D.1.1.2 - Form and use the progressive verb tenses (e.g., I was walking, I am walking, I will be walking).
E04.D.1.1.3 - Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
E04.D.1.1.4 - Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
E04.D.1.1.5 - Form and use prepositional phrases.
E04.D.1.1.6 - Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*
E04.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E04.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.*
E04.D.1.2.1 - Use correct capitalization.
E04.D.1.2.2 - Use commas and quotation marks to mark direct speech and quotations from a text.
E04.D.1.2.3 - Use a comma before a coordinating conjunction in a compound sentence.
E04.D.1.2.4 - Spell grade-appropriate words correctly
Pennsylvania Core Standards:
CC.1.4.4.L
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
E04.D.1.1.1 - Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why).
E04.D.1.1.2 - Form and use the progressive verb tenses (e.g., I was walking, I am walking, I will be walking).
E04.D.1.1.3 - Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
E04.D.1.1.4 - Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
E04.D.1.1.5 - Form and use prepositional phrases.
E04.D.1.1.6 - Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*
E04.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E04.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.*
E04.D.1.2.1 - Use correct capitalization.
E04.D.1.2.2 - Use commas and quotation marks to mark direct speech and quotations from a text.
E04.D.1.2.3 - Use a comma before a coordinating conjunction in a compound sentence.
E04.D.1.2.4 - Spell grade-appropriate words correctly
Pennsylvania Core Standards:
CC.1.4.4.R
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
E04.D.1.1.1 - Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why).
E04.D.1.1.2 - Form and use the progressive verb tenses (e.g., I was walking, I am walking, I will be walking).
E04.D.1.1.3 - Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
E04.D.1.1.4 - Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
E04.D.1.1.5 - Form and use prepositional phrases.
E04.D.1.1.6 - Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*
E04.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E04.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.*
E04.D.1.2.1 - Use correct capitalization.
E04.D.1.2.2 - Use commas and quotation marks to mark direct speech and quotations from a text.
E04.D.1.2.3 - Use a comma before a coordinating conjunction in a compound sentence.
E04.D.1.2.4 - Spell grade-appropriate words correctly
Florida - Benchmarks for Excellent Student Thinking:
ELA.4.C.3.1
Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
4th Grade Writing - Spelling Lesson
Spelling Patterns
Correct spelling helps readers understand your writing.
Knowing spellingpatterns can help you become a better speller.
SyllablePatterns
Syllable
A syllable is defined by an unbroken vowel sound in a word. Words can have one or more syllables. The number of syllables is like the number of beats in a word. Knowing different syllable division patterns can help you spell words correctly.
Closed Syllables
When the vowel sound in a syllable is short, it is "closed off" by a consonantsound. Closed syllables are surrounded by or end with one or more consonants.
Example:
pumpkin → pump · kin
muffin → muf · fin
Open Syllables
When a syllable is "open," it ends with a vowel sound and usually makes a long vowel sound.
Example:
silent → si · lent
solo → so · lo
Final Stable Syllables
A final stable syllable only comes at the end of a word. It consists of a combination of letters that makes a reliable sound. Some final stable syllables include consonant +le, -tion, -sion, -ture, and -age.
Example:
dimple → dim · ple
snuggle → snug · gle
population → pop · u · la · tion
expression → ex · pres · sion
mixture → mix · ture
cabbage → cab · bage
VCe Syllables
A VCe syllable, or "magic e" syllable, makes a long vowel sound that is spelled with a single vowel, followed by a single consonant, followed by a silente.
Example:
reproduce → re · pro · duce
compose → com · pose
r-Controlled Vowels
When a vowel is followed by an r in a syllable, the r changes the sound. An ar makes an /ar/ sound. An er makes an /ər/ sound. An ir also makes an /ər/ sound, as does a ur. An or may make an /ər/ sound or an /or/ sound.
Example:
depart → de · part
finger → fin · ger
thirteen → thir · teen
export → ex · port
purple → pur · ple
VowelTeams
Vowels sometimes work in teams to make single sounds.
ea,ee
Syllables with an ea or ee vowel team often make a long e sound. However, sometimes syllables with the ea vowel team make a shorte sound.
Example:
reason → rea · son
weather → weath · er
oa,oe
Syllables with an oa or oe vowel team often make a long o sound.
Example:
tomatoes → to · ma · toes
oi,oy
Syllables with an oi or oy vowel team often make an /oy/ sound, as in boy.
Example:
destroy → de · stroy
ei,ie
Syllables with an ei or ie vowel team often make the long e sound.
Example:
relief → re · lief
There are many other vowel and letter teams. Here are a few more examples:
Sometimes there are syllablebreaksbetween two vowels. Then, each vowel makes its own sound, rather than working together as a team to make one sound. This is a Vowel-Vowel (VV) syllable division pattern.
4th Grade Writing - Spelling Lesson