Grade TEACHER’S MANUAL Guided Spelling · 2019. 3. 2. · Project Name: Guided Spelling Grade 4 TM cover Round: Final pages Date: 10/23/18 File Name: GS-TM4_cover Page #: 1 Trim

Project Name: Guided Spelling Grade 4 TM cover

Round: Final pages Date: 10/23/18

File Name: GS-TM4_cover Page #: 1

Trim size: 8.375” x 10.875” Colors used: CMYK + PMS 2587 Printed at: 100%

Artist: Roberta Morris Editor: Krista Faries

Comments:

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Developing Thoughtful Spellers

Guided Spelling™

T E A C H E R ’ S M A N U A L

Katherine K. Newman John Shefelbine

Grade 4

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T E A C H E R ’ S M A N U A L

Katherine K. Newman John Shefelbine

Guided Spelling™Developing Thoughtful Spellers

Grade 4

Copyright © 2009 by Center for the Collaborative Classroom, Katherine K. Newman, and John Shefelbine

All rights reserved. Except where otherwise noted, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written permission of the publisher. For information regarding permissions, write to the Publishing Department at Center for the Collaborative Classroom.

First edition published 2009.

Guided Spelling is a trademark of Center for the Collaborative Classroom.

Center for the Collaborative Classroom 1001 Marina Village Parkway, Suite 110 Alameda, CA 94501 (800) 666-7270; fax: (510) 464-3670 collaborativeclassroom.org

ISBN-13: 978-1-59892-121-2 ISBN-10: 1-59892-121-5

Printed in Canada

2 3 4 5 6 7 8 9 10 11 12 MQB 26 25 24 23 22 21 20 19 18

Funding for Center for the Collaborative Classroom has been generously provided by:

AnonymousThe Annenberg FoundationThe Atlantic Philanthropies (USA) Inc.William and Allison BenningtonBooth Ferris FoundationThe William K. Bowes, Jr. FoundationThe Robert Bowne Foundation, Inc.The Annie E. Casey FoundationCenter for Substance Abuse Prevention,

U.S. Department of Health and Human Services

The Danforth FoundationThe DuBarry FoundationEinhorn Family Charitable TrustThe Ford FoundationGoogle Inc.William T. Grant FoundationEvelyn and Walter Haas, Jr. FundWalter and Elise Haas FundThe Horace Hagedorn FoundationJ. David & Pamela Hakman Family

FoundationHasbro Children’s FoundationThe Charles Hayden FoundationThe William Randolph Hearst

FoundationsClarence E. Heller Charitable

FoundationThe William and Flora Hewlett

Foundation

The James Irvine FoundationThe Jenesis GroupRobert Wood Johnson FoundationWalter S. Johnson FoundationEwing Marion Kauffman FoundationW.K. Kellogg FoundationJohn S. and James L. Knight FoundationLilly Endowment, Inc.Longview FoundationLouis R. Lurie FoundationJohn D. and Catherine T. MacArthur

FoundationKenneth Rainin FoundationA.L. Mailman Family Foundation, Inc.MassMutual FoundationThe MBK FoundationMr. & Mrs. Sanford N. McDonnellMendelson Family FundMetLife FoundationCharles Stewart Mott FoundationWilliam & Linda MusserNational Institute on Drug Abuse,

National Institutes of HealthNational Science FoundationNew York Life FoundationThe New York Institute for Special

EducationNippon Life Insurance FoundationNoVo Foundation

Karen and Christopher Payne Foundation

The Pew Charitable TrustsThe Pinkerton FoundationThe Kenneth Rainin FoundationThe Rockefeller FoundationLouise and Claude Rosenberg, Jr. Family

FoundationThe San Francisco FoundationShinnyo-en FoundationSilver Giving FoundationThe Spencer FoundationSpunk Fund, Inc.Stephen Bechtel FundW. Clement & Jessie V. Stone

FoundationStuart FoundationThe Stupski Family FoundationThe Sulzberger Foundation, Inc.Surdna Foundation, Inc.John Templeton FoundationU.S. Department of EducationThe Wallace FoundationWells Fargo BankWilliam K. Bowes, Jr. Foundation

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

How the Guided Spelling Program Works . . . . . . . . . . . . . . . . . . . . . . . . . vii

Features of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Overview of Content in Grades 1–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiv

Grade 4 Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi

Using Guided Spelling with Other Programs from Center for the Collaborative Classroom . . . . . . . . . . . . . . . . . . . . . . . . xvii

Week 12 Short Vowels; Frequently Misspelled Words . . . . . . . . . . . . . . . . 1

Week 22 Doubling with Single-syllable Words; Frequently Misspelled Words . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Week 32 Words with Long a Spelled a-consonant-e, ai, and ay; Frequently Misspelled Words . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Week 42 Polysyllabic Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Week 52 Syllables with Schwas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Week 62 Review of Weeks 1, 2, 3, and 4 . . . . . . . . . . . . . . . . . . . . . . . . . .111

Week 72 Syllables with Long e Spelled e-consonant-e, ee, ea, and y . . 122

Week 82 Syllables with er, ir, and ur . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Week 92 Syllables with Long i Spelled i-consonant-e, igh, and y . . . . . . 152

Week 10 Drop e Generalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Week 11 Syllables with Long o Spelled o-consonant-e, oa, and ow . . . . 185

Week 12 Review of Weeks 5, 7, 8, 9, and 10 . . . . . . . . . . . . . . . . . . . . . . 201

Week 13 Syllables with or and ore; Syllables with ar . . . . . . . . . . . . . . . 212

Week 14 Syllables with Long u and Sound /ōō/ . . . . . . . . . . . . . . . . . . . . 228

Week 15 Syllables -tion and -sion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

Week 16 Spelling Possessives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

iv GUIDED SPELLING™

Contents (continued)

Week 172 Syllables with /ŏo/ Spelled oo; Syllables with /ou/ Spelled ou and ow . . . . . . . . . . . . . . . . . . . 273

Week 182 Review of Weeks 11, 13, 14, 15, and 16 . . . . . . . . . . . . . . . . . . 287

Week 192 Change y to i Generalization . . . . . . . . . . . . . . . . . . . . . . . . . . 300

Week 202 Syllables Ending in Consonant-l-e and Consonant-a-l . . . . . . 317

Week 212 Syllables with oi and oy; Syllables with /aw/ Spelled au, aw, and a . . . . . . . . . . . . . . . . 333

Week 222 Prefixes un-, re-, and dis- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348

Week 232 Suffixes -ful, -less, and -ness . . . . . . . . . . . . . . . . . . . . . . . . . . . 364

Week 242 Review of Weeks 17, 19, 20, 21, and 22 . . . . . . . . . . . . . . . . . 379

Week 252 Prefixes non-, mis-, and pre- . . . . . . . . . . . . . . . . . . . . . . . . . . . 389

Week 262 Unusual Plurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405

Week 272 Doubling with Polysyllabic Words . . . . . . . . . . . . . . . . . . . . . . 420

Week 282 Suffixes -er, -or, and -est . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437

Week 292 Word Parts -able and -ible . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452

Week 302 Review of Weeks 23, 25, 26, 27, and 28 . . . . . . . . . . . . . . . . . 467

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477

Routine for Checking Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478

Memory Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479

Routines for Offering Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481

Research Basis for Guided Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 484

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487

Grade 4 Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489

Index to Full Guiding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495

Index of Words Taught at Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499

Index of Words in Grades 1–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503

GRADE 4 / ACKNOWLEDGMENTS v

Acknowledgments

Many people were involved in the development of the Guided Spelling™ program, and we are grateful for their time, expertise, suggestions, and encouragement. We are particularly indebted to the teachers who piloted portions of the program; they took time and care in preparing to teach the lessons, gave us insights into the ways the program benefited their students, and provided comments and suggestions about program usability for teachers. Their cooperation and expert feedback have been invaluable.

Folsom Cordova Unified School District Bobbie WilliamsMary Emanuel

San Juan Unified School DistrictClarise Simms Denice Gayner

We also appreciate the contributions of the following people:

Susie Alldredge, Director of Program DevelopmentShaila Regan, Senior Program AdvisorAnnie Alcott, Contributing WriterNancy Johnson, Contributing WriterLisa Kent Bandini, Director of Editorial and DesignValerie Ruud, Managing EditorLaurie Stewart, Managing EditorKrista Faries, Senior Editor and Project ManagerCharlotte MacLennan, Contributing EditorKimo Yancey, Editorial AssociateMelissa Moritz, Editorial AssistantJoan D. Saunders, Copyeditor and ProofreaderHolly Hammond, ProofreaderChuleenan Svetvilas, ProofreaderRoberta Morris, Art DirectorJoslyn Hidalgo, Production ManagerJoan Keyes, Designer and CompositorGarry Williams, FormatterGail Guth, IllustratorRenee Benoit, Media Production Manager

vi GUIDED SPELLING™

Introduction

Becoming a good speller involves more than simply memorizing words and passing tests. Both in and out of school students will need to spell and write many more words than they can possibly memorize. It is critical for them to know how to approach words that they have not learned for spelling tests. Knowledge about spelling empowers students to spell independently.

The Guided Spelling program is a curriculum designed for grades 1–6 with the primary goal of developing knowledgeable, independent, and thoughtful spellers. Thoughtful spellers know the content of English spelling: they know how to segment and spell by sounds, recognize patterns within words, add inflections, spell by syllables, add prefixes and suffixes, and apply morphemic spelling knowledge.

• Segmenting and spelling by sounds, for example, segmenting /săt/ into its sounds for spelling—/s/+/ă/+/t/—and spelling the word sat

• Recognizing patterns within words, for example, knowing that the sound /ō/ can be spelled o_e as in home, oa as in loan, or ow as in glow

• Adding inflections, for example, doubling the p in hop and adding -ed to get hopped, or dropping the e in hope and adding -ing to get hoping

• Spelling by syllables—breaking words like Friday and middle into syllables and pronouncing the syllables in ways that reflect their spelling

• Adding prefixes and suffixes, for example, adding dis- to connect to form disconnect or adding -able to desire to form desirable

• Applying morphemic spelling knowledge, for example, knowing that the word construction is related to the word construct, so the final syllable is spelled -tion

Thoughtful spellers have also memorized the spelling of many words, especially high-frequency words (such as mother, toward, and laugh) and spell them automatically in their writing.

GRADE 4 / INTRODUCTION vii

Finally, thoughtful spellers use all of their spelling knowledge in a metacognitive and deliberate manner. They anticipate the pitfalls of English. They know which spelling strategies to use in particular situations. They know when they don’t know how to spell a word, and they know what resources to consult for assistance.

There is no substitute for thoughtful spelling. Computer spell-checkers fail to recognize a significant portion of misspellings; they often fail to offer the correct spelling for the intended word; and a weak speller is frequently unable to select the right spelling from the list the spell-checker provides (MacArthur et al. 1996; Pedler 2001).

The Guided Spelling program is specifically designed to support the development of thoughtful spellers through 15-minute daily lessons that are teacher-directed, multisensory, and interactive.

u How the Guided Spelling Program WorksAt the heart of the Guided Spelling program is the daily guided spelling activity in which the students apply the spelling strategies they are learning by writing words as the teacher provides support and guidance. For each word spelled, the teacher follows three steps: (1) first, the teacher introduces the word; (2) second, the teacher provides guidance while the students spell the word; and (3) finally, the teacher provides feedback and the students correct any misspellings.

When introducing each word, the teacher pronounces the word and uses it in a sentence so that the students hear the word in context. Then the class repeats the word. Speaking the word aloud makes students more aware of the sounds in the word.

The teacher then provides guidance to help the students think about how to spell each word correctly. Before and while the students write a word, the teacher provides information that helps them think about how to approach the most challenging parts of the word. For example, in grade 4, teacher guidance often focuses on how to change the base word when a suffix is added, such as changing y to i before adding ness. Teacher guidance encourages students to do the thinking as they become increasingly aware of the decisions they need to make when spelling a word. Extensive explanation and modeling by the teacher ensure that the students understand the principles they are applying.

viii GUIDED SPELLING™

Once the students have written the word, they read and spell it aloud as the teacher writes it correctly on the board. Students then check their own work and correct any misspellings.

In guided spelling, students respond in unison to questions. Choral responses are very important in the teaching of spelling because spelling is strongly influenced by the writer’s pronunciation: as students repeat the teacher’s pronunciation, they learn the pronun-ciation that helps them spell. Choral responses also elicit a high level of student engagement by encouraging the participation of students who lack confidence and would not take the risk of responding individually. Finally, choral responses give the teacher an oppor-tunity to assess student understanding on an ongoing basis.

The Guided Spelling lessons follow a weekly pattern: The teacher introduces the week’s words on the first day, leads the students in guided spelling on Days 1–4, and gives a spelling test on Day 5. Every sixth week is a review week, and includes a pretest, a proofreading exercise, partner study time, a whole-class spelling discussion, and an end-of-week test. A five-day week for spelling is strongly encouraged, especially for students who are struggling. If the school schedule or other factors prevent a five-day-per-week spelling program, Day 4 of each week may be omitted.

Students learn spelling strategies in a safe, noncompetitive atmosphere. Teacher guidance promotes thought fulness and accuracy, while the program’s multisensory elements create links among hearing, seeing, saying, and writing word parts and words. Because it assures success, Guided Spelling leads to student self-confidence and enthusiasm for spelling.

u Features of the Program

Research-based InstructionThe content and teaching methodology used in the Guided Spelling program are based on extensive research in spelling content and how students learn. For more information, refer to the section “Research Basis for Guided Spelling” on page 484.

Strategies for Morphemic SpellingIn the Guided Spelling program, the students use the structure of words to help them spell. They learn the generalizations for adding suffixes (including inflectional endings), such as doubling the last consonant and dropping e. They spell common prefixes, base words, and suffixes. They learn to use related words as spelling

GRADE 4 / INTRODUCTION ix

clues; for example, colony is a clue for colonial. In grades 5 and 6, the students spell words with Greek and Latin roots such as uni, medic, soci, and gress.

Strategies for Spelling Polysyllabic WordsIn grades 3–6 of the Guided Spelling program, the students learn strategies for spelling polysyllabic words. Polysyllabic words are difficult because the pronunciation of a word does not always reflect the written syllables. For example, we pronounce happy as /hă-pē/, but the written syllables are hap- and -py. Polysyllabic words usually have at least one unaccented syllable with a vowel that is often difficult to spell, as in benefit and separate. In the Guided Spelling program, students spell base words by syllables and learn to focus on schwas and other unaccented vowels. They gain extensive experience with syllable boundaries and syllable types. In grades 4–6 they spell common syllables and word parts such as -ture, -ence, and -able.

Strategies for Spelling Think Words, Pattern Words, and Sight WordsIn grades 1–3 of the Guided Spelling program, the students learn strategies for spelling three types of words: think words, pattern words, and sight words. For example, when the students know consonant and short vowel sounds, they can spell most short vowel words without memorizing them. After they learn the generalizations for inflectional endings, they can also spell hundreds of words like stops, stopped, filled, ended, and dishes. In the Guided Spelling program, words that can be spelled without memoriza tion are referred to as “think words” in grades 1–3.

For words that include sounds that have more than one common spelling (called “pattern words” in grades 2 and 3), students must memorize which spelling to use. For example, coat has the common spelling oa for the sound /ō/, but o_e and ow are also common spellings for the sound /ō/. The speller who knows all the common spellings of the sound /ō/ has an advantage in spelling, but still must memorize which spelling is correct for each word.

Students will also encounter irregular words, or “sight words,” that have letters or letter combinations that represent sounds in uncommon ways. When writing the word been, for example, spellers might be tempted to spell it bin or ben (depending on how they pronounce the word); they must learn that been is

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an irregular word and remember that been is spelled b-e-e-n. Strategies for memorizing sight words are taught and practiced in grades 1–3.

Support for Phonemic SegmentationGrade 1 of the Guided Spelling program includes extensive instruction in phonemic segmentation. Many beginning spellers have a difficult time perceiving the sounds in a word. They don’t realize, for example, that the word sat is made up of the sounds /s/ + /ă/ + /t/. Students receive a great deal of support in identifying each sound (phoneme) in a word and learning how to write the letters in sequence.

Word HistoryBeginning in grade 4, the Teacher’s Manual provides frequent notes on the history of the spelling words. For example, crocodile comes from Greek words that meant pebble-worm; the Greeks noticed that this worm-like creature would lie in the sun on the pebbles by the side of the water. Through the history notes, students learn that the spelling, meaning, and pronunciation of words often change over time, and that many English words have origins in other languages and cultures. When a history note refers to a country or region, you may want to point out the area on a map.

Instruction in MemorizationMethods for memorizing words are taught explicitly in the Guided Spelling program through modeling, practice of memory steps, and instruction in how to study. In addition, the students learn to use mnemonics (memory aids) and also keep records of words they’ve missed so they’ll know which words they particularly need to study.

High-frequency WordsThe high-frequency words the students memorize in the Guided Spelling program were selected from studies of high-frequency words in school reading material (Carroll, Davies, and Richman 1971; Zeno et al. 1995). About 90% of the base words that the students memorize are base words in the 3,000 most frequent words listed by Zeno et al. Most of the remaining 10% are base words in words ranked 3,000–5,000 in frequency. The challenge words in grades 4–6 also come from base words in the 3,000–5,000 frequency range in Zeno et al.

GRADE 4 / INTRODUCTION xi

Frequent ReviewSpelling concepts and specific words are reviewed multiple times in the Guided Spelling program. Each new spelling concept is emphasized during guiding for two weeks and usually appears in future lessons as well. At grades 1–3, every word to be mastered is studied for two consecutive weeks and then again in the review week. Each week in grades 4–6, the students study 10 of the previous week’s words. Review weeks include 50 words. If your schedule does not allow time for your students to study all 50 review words, select several representative words from each week being reviewed.

Frequently Misspelled WordsGrades 4, 5, and 6 include review of commonly misspelled words taught in previous grades, such as contractions, compound words, homophones, numbers, and abbreviations. A list of frequently misspelled words also appears in the Student Spelling Book for student reference.

Differentiated InstructionGuided Spelling is designed for whole-class instruction; the struc-ture of the program allows students at different levels to learn together. Instruction may also be differentiated, beginning in grade 2, to meet the needs of students struggling with grade-level content and those who need an extra challenge. Such individual needs can be met by varying the number of words studied each week. In the “Words Used This Week” list at the beginning of each week, stars indicate words for below-grade-level spellers; students who are struggling can concentrate on studying just these words. “Challenge words” are also provided for advanced spellers who are able to study and learn additional words independently.

Support for English Language LearnersEnglish Language Learners (ELLs) face many challenges in spelling. The spelling strategies taught in the Guided Spelling program are particularly helpful to English Language Learners. The program provides students with the concepts underlying English spelling, including the inflectional endings (such as -ed, -ing, and possessive endings) that are so difficult for English Language Learners. Research suggests that English Language Learners benefit from systematic, explicit instruction such as that provided by Guided Spelling (see page 485). Interactive

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instruction during the daily guided spelling activity offers many opportunities for students to apply the concepts they’ve learned and receive immediate feedback.

In addition, English Language Learners have many opportunities to hear and speak spelling words aloud. By stressing the relation between spelling and pronunciation, Guided Spelling helps students develop in both areas simultaneously.

Notes About Regional Dialect and Pronunciation Students realize early in their schooling that there is not an exact correspondence between words as pronounced and words as spelled. Speakers of some regional dialects face a challenge when the spelling curriculum does not reflect their pronunciation. For example, most spelling programs, including Guided Spelling, teach w and wh (as in weather and whether) as representing different sounds, but many American English speakers pronounce them identically. The same is true for short e and short i (as in pen and pin) and short o and aw (as in lot and law). Notes about regional variations are included throughout the Guided Spelling program in the “Teacher Background” sections at the beginning of each week’s lessons.

Support for Transferring Spelling Knowledge to WritingIt is essential for students to be able to transfer their spelling knowledge to their writing. To do so, students must be able to apply the concepts they have learned in spelling lessons to words that they have not encountered in class. Every day in the Guided Spelling program, students practice a variety of different spelling strategies that prepare them to spell new words. During daily guiding, students use these strategies on words beyond the weekly words to be mastered. With teacher support, the students become increasingly self-sufficient. In grades 4–6, they write four items independently each day, deciding which strategies to use and developing the key metacognitive ability of knowing when they need to seek help.

In grades 4–6, the students also engage in frequent partner work to practice expressing the reasoning behind English spelling; for example, partners explain to each other why they dropped e before the suffix in the word they have just written.

Class discussions raise awareness of how to spell correctly when writing. Students are provided with a “dictionary and personal word list” at the back of the Student Spelling Book, which allows

GRADE 4 / INTRODUCTION xiii

them to look up words as they proofread their writing, and record words they have misspelled. The weekly tests include “application words”—words that the students have not been explicitly taught but that they can figure out by applying the spelling concepts they have learned.

AssessmentAssessment occurs through weekly spelling tests and teacher observation of student work during the daily guided spelling period. The Teacher’s Manual supports teachers in interpreting student progress and test performance and adapting instruction for group and individual needs that may arise.

Detailed Teacher’s ManualThe Guided Spelling Teacher’s Manual provides strong support for teachers. The guiding procedures are shown in detail for the first two weeks and throughout the year when new material is introduced. At the beginning of each week in the Teacher’s Manual is an introduction that summarizes the new content, provides background and advisory notes, and lists all the words in the week’s lessons. Lessons are easy to implement and are written in step-by-step detail to support both teachers and students.

A separate book of blackline masters supplies reproducible homework for each week and, in grades 4–6, optional partner activities. These optional activities reinforce spelling concepts and encourage the students to apply their knowledge beyond their guided spelling practice to activities such as word sorting.

Student Spelling BooksThe Student Spelling Book for grades 4–6 includes a section at the beginning of each week with the week’s 15 new words and a sentence for each, plus 10 review words from the previous week. There is also a page for each day’s guided spelling lesson, where the students write the words for that day. Student references are provided at the back of the Student Spelling Book, and include the generalizations for adding suffixes, a “dictionary and personal word list,” and a list of frequently misspelled words.

Spelling-Sound ChartThe spelling-sound chart, provided with the Guided Spelling program at grades 3–6, plays a critical role in helping students organize the complexities of spelling and phonics. Most of the items on the chart represent spelling-sound correspondences,

xiv GUIDED SPELLING™

with each item representing one sound and listing common spellings for that sound. The illustration serves as a mnemonic to help students easily locate the spelling or spellings they are looking for. For example, the item with the illustration of the bone represents long o and shows the common spellings for the sound /ō/: o_e, oa_, ow, and o. The blanks show where other letters occur when the sound has that spelling. For example, when the sound /ō/ is spelled oa, one or more consonants will usually follow. When we hear the sound /ō/ at the end of a word, in most cases it will not be spelled oa. Hence the spelling on the chart is oa_.

There are also three items on the chart that represent possessives: “girl’s hat,” “cats’ dish,” and “men’s dog.”

The chart should be posted in a location where it is visible to all students and the teacher can conveniently point to each item on the chart.

u Overview of Content in Grades 1–6 The Guided Spelling program content follows a developmental sequence, progressing from alphabetic spelling to patterns to morphemic spelling, as seen in the chart on the following page.

At each grade, the students also master the spelling of many high-frequency words: 30 irregular words at grade 1; 100 regular words and 100 irregular words at grade 2; 200 regular words and 100 irregular words at grade 3; and 375 words in each grade at grades 4, 5, and 6.

At grades 2 and 3, the students learn to spell homophones, compound words, contractions, and numbers. At grade 3, they are also introduced to spelling abbreviations, weekdays, and months. At grades 4–6, the students review contractions and other frequently misspelled words. At grades 4 and 5, they learn to spell unusual plurals. At grades 4–6, word history is frequently included in the guided spelling lessons.

GRADE 4 / INTRODUCTION xv

OVERVIEW OF GUIDED SPELLING, GRADES 1–6

phonemic spelling knowledge 1 2 3 4 5 6Consonants •Short vowels • • • • • •Consonant digraphs • • •Consonant clusters • • • • •Long vowel-consonant-e • • • • •Vowel digraphs • • • • •r-controlled vowels • • • • •Syllable types (constructions) • • • •Syllable boundaries • • • •Schwas • • •

morphemic spelling knowledge 1 2 3 4 5 6Adding s • • •Adding es • • • • •Single-syllable doubling • • • • •Dropping e • • • • •Changing y to i • • • •Polysyllabic doubling • • •Spelling possessives • • • •Prefixes and suffixes • • • •Greek and Latin roots • •

spelling strategies 1 2 3 4 5 6Phonemic segmentation •Spelling words that do not require memorization (called “think words” in grades 1–3)

• • • • • •

Spelling words with common patterns (called “pattern words” in grades 2–3)

• • • • •

Spelling irregular words • • •Polysyllabic spelling • • •Using related words • • •

xvi GUIDED SPELLING™

u Grade 4 ContentIn grade 4 of the Guided Spelling program, the students learn strategies for spelling polysyllabic words that include various types of syllables, syllable boundaries, and schwas. They learn the generalizations for adding suffixes, and they spell words with common prefixes and suffixes. They spell possessives, unusual plurals, and frequently misspelled words. Word history is included in many lessons. The students master 375 words.

Phonemic Spelling Knowledge• Review of vowels, for example, tracks, complete, corner, fright,

drew, amount, destroy

• Schwas and other unaccented vowels, for example, second, open, thousand, button

• Syllable boundaries, for example, un.til, fin.ish, i.de.a

• Syllable types (constructions), for example, hundred, pilot, complete, better, approach, example

Morphemic Spelling Knowledge• Generalizations for adding suffixes, including inflectional

endings such as -ed and -ing:

• Single-syllable doubling, for example, dropped, quitting

• Dropping e, for example, dividing, excited, believable

• Changing y to i, for example, replied, activities, easiest

• Polysyllabic doubling, for example, beginning, controlled, unforgettable

• Spelling possessives, for example, today’s, nations’, women’s

• Common prefixes, for example, un-, re-, dis-, non-, mis-, pre-

• Common suffixes, for example, -ful, -less, -ness, -er, -or, -est

Other Spelling Knowledge• Frequently misspelled words, for example, though, field,

of course

• Homophones, for example, through/threw

• Contractions, for example, can’t, won’t, it’s

• Unusual plurals, for example, halves, teeth, potatoes

• Word history, for example, squirrel comes from words meaning little shadow-tail

GRADE 4 / INTRODUCTION xvii

Spelling Strategies

• Polysyllabic spelling, for example, remember → re-mem-ber; sudden → sud-den

• Using related words, for example, act → action; discuss → discussion

u Using Guided Spelling with Other Programs from Center for the Collaborative ClassroomThe Guided Spelling program is the spelling component of a complete set of language arts curricula developed by Center for the Collaborative Classroom (CCC) and can be integrated with any of the programs described below. For complete information on Collaborative Classroom’s programs, visit our website at collaborativeclassroom.org.

SIPPSThe Guided Spelling program may be used in conjunction with CCC’s SIPPS® program (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words). SIPPS is a decoding program that includes brief daily spelling instruction. When SIPPS is used with Guided Spelling, the spelling portion of the SIPPS lessons may be replaced with Guided Spelling.

Being a WriterThe Being a Writer™ program is a yearlong curriculum for grades K–6 designed to help each student develop the creativity and skills of a writer. Being a Writer provides inspiration and motivation and a clear scope and sequence to develop students’ intrinsic desire to write regularly and to help students build a full understanding and appreciation of the craft and conventions of writing. The Being a Writer program provides students with ample opportunities to use their spelling skills while advocating teacher acceptance for “invented” spellings in the early grades.

Making MeaningThe Making Meaning® program is a classroom-tested K–6 reading comprehension curriculum that combines the latest comprehension research with support for students’ social and ethical development. It uses read-aloud books to teach students nine different comprehension strategies while also developing their social values to create a supportive community of readers.

xviii GUIDED SPELLING™

The Vocabulary Teaching Guide provides 30 weeks of vocabulary instruction that build students’ word knowledge, supplementing and supporting the reading comprehension lessons in the Making Meaning Teacher’s Manual. The students learn high-utility words found in or relating to the read-aloud texts. The lessons combine direct instruction in word meanings with activities that require the students to think about the words and use them as they talk with their partners and the class. Students also learn independent word-learning strategies, such as recognizing words with multiple meanings and using context and prefixes and suffixes to figure out word meanings.

GRADE 4 / WEEK 1 / INTRODUCTION 1

Week 1 Introduction

Short Vowels; Frequently Misspelled Words

uNew Content

The sound /ă/ as in catch is spelled a.The sound /ĕ/ as in spend is spelled e.The sound /ĭ/ as in skill is spelled i.The sound /ŏ/ as in pond is spelled o.The sound /ŭ/ as in lunch is spelled u.

uTeacher Background

In Week 1 the students will review frequently misspelled words and short vowels taught in previous grades.The first two weeks of the Guided Spelling program are struc-tured to introduce the students gradually to the weekly and daily procedures for guided spelling. On Days 2, 3, and 4 of Week 1, the students will write fewer words than they will in later lessons so they can practice and get used to the basic steps for spelling and correcting words before doing a full lesson.On Days 1 through 4 of each week, you will use the board or pro-jector. Whichever you use, make sure all the students can see eas-ily. If you are using a projector, you can make a transparency of the reusable form on Blackline Masters page 1. If you are using the board, you will need to write numbers on the board before each lesson (see the “Teacher Background” section at the beginning of each lesson). You will use the board or projector for two purposes:• When the students read and spell each word aloud after

writing it, you will write the correct word to help the students check their work.

• For some types of student questions you will write the answer for the students to read silently. This process is explained on page 12.

2 GUIDED SPELLING™

During the lessons, you will frequently ask the students ques-tions to guide them through the steps to correct spelling. We recommend that the class give choral responses to your ques-tions. The rationale for choral responses is given on page viii. We suggest that you teach the lessons at a fairly quick pace. If some of the students make a mistake in a response, simply tell the class the correct answer and then repeat the question.In addition to the main content of the spelling lessons (described in the “New Content” section each week), the Guided Spelling program includes additional “guiding points” (content in addi-tion to the major focuses of each week). A comprehensive list of these guiding points appears in the “Scope and Sequence” chart on pages 489–494. Six guiding points are introduced this week: the sound /k/ directly after a short vowel in a one-syllable word is spelled ck, as in tracks; the sound /l/ at the end of a one-syllable short-vowel word is usually spelled ll, as in skill; the sound /ch/ directly after a short vowel in a single-syllable word is usually spelled tch, as in catch, though which, much, and such are common exceptions; the sound /j/ directly after a short vowel in a single-syllable word is spelled dge, as in badge; the suffix /әz/ is spelled es, as in lunches; preconsonantal nasals in consonant clusters, as in pond, are difficult.The symbol /ә/ stands for an unaccented short u sound. It is called a “schwa.” It is used in the Guided Spelling program to indicate the unaccented vowel sound such as in the suffixes es and ed and in the words second and ago.Compound words and homophones are introduced on Day 1.Each day the students will write the last four words indepen-dently. You will continue to use the word in a sentence and have the students repeat it, but you will not provide further guiding unless the students request help. For a further explanation of independently written words, see page 4. During this week’s pre-spelling activities, you will focus on using the spelling-sound chart to help spell short vowel sounds. For an explanation of the spelling-sound chart, see pages xiii–xiv. An optional spelling activity for partners is provided each week. This enrichment activity reinforces spelling concepts, encour-ages the students to apply their knowledge beyond the words they write during guided spelling, and increases their interest in spelling. The activity for Week 1 can be found on Blackline Masters page 42.

GRADE 4 / WEEK 1 / INTRODUCTION 3

In the introduction to each week, there is a chart entitled “Words Used This Week” (see below for an example). This chart contains a list of all words used in the week’s lessons for your reference:

new words

Fifteen new words are introduced each week (except during review weeks). Weeks 1, 2, and 3 include several frequently misspelled words that were taught in previous grades. Beginning in Week 2, the students will be tested on the new words at the end of the week they are introduced.

review wordsThese are ten words that were introduced in the previous week. The students will review these words and be tested on three of them at the end of the week.

challenge words These words are for your advanced spellers to memorize if you are differentiating instruction.

application words on the test

These are words on the test that have not been announced in advance. The purpose is to assess the students’ knowledge of the spelling concepts taught.

additional words in daily guided spelling

These are words that the students will write during guided spelling to practice the concepts being taught in the week’s lessons. The students will not be tested on these words.

frequently misspelled words

Most weeks there will be some frequently mispelled words that the students will memorize and/or write in guided spelling. These have been taught in earlier grades but need periodic review because they are often missed in student writing.

uWords Used This Week

The stars indicate words for below-grade-level spellers in classes where spelling instruction is differentiated (see pages 29–30 for more information). Note that Week 1 does not have review words, challenge words, or application words.

new words *catch, *spend, *skills, *pond, *lunches, *tracks, *badge, *a lot, cannot, through, off, field, what, young, spreadadditional words in daily guided spelling swept, badges, catches, spreads, fields, spends, stretches

frequently misspelled words a lot, cannot, through, off, field, what


Week 1 Day 1

u Teacher Background

Each week on Day 1 you will use the following procedure to introduce the new words (see “Words Used This Week” on page 3):• Read each word and sentence as the students follow along in

their Student Spelling Books.• Explain the spelling features in each word and have the stu-

dents underline the parts that have to be memorized, for example, ea in spread.

During guided spelling in this day’s introductory lesson, the students will write eight of the new words. If you are using a projector, make a transparency of the reusable form (Blackline Masters page 1). If you are using the board, number from 1 to 8.During guided spelling you will frequently tell your students that if they aren’t sure how to spell part of a word they should raise their hand to ask you. This encourages the students to know when they don’t know how to spell a word—an important metacognitive skill in spelling. Respond to their questions by writing the answers on the board or overhead to the left of the item number. For example, if a student asks how to spell the sound /j/ in badge, write dge to the left of number 7. This process is explained on page 481. Each day the students will write the last four words indepen-dently. You will continue to use the word in a sentence and have the students repeat it, but you will not provide further guiding unless the students request help. Encourage the students to raise their hands and ask for help when they need it. You will respond by writing the answer on the board or overhead to the left of the item number. One major purpose of the independently writ-ten items is to develop the students’ willingness to seek spelling assistance when they need it. Knowing when to seek help is a key metacognitive ability among good spellers.If you have not already done so, post the spelling-sound chart in your classroom where all the students can see it easily.

GRADE 4 / WEEK 1 / DAY 1 5

u Pre-spelling: Using the Spelling-Sound Chart

uPoint to the first picture on the top row of the spelling- sound chart.This chart will help you in spelling. This is a cat “at the chair.” Let’s say you are spelling the word splash, and you’re not sure how to spell the sound /ă/. Look for the picture of the cat “at the chair” and see the spelling under the picture: a.

The top row shows the short vowels. The short vowels will be important this year in words that are polysyllabic. A polysyllabic word has more than one syllable. u Point to each of the other four short vowel pictures and tell its name: “edge of the chair,” “in the chair,” “on the chair,” and “under the chair.”

a . . . . . . . . . . . . . . . . uPoint to a_ on the chart.Where is the cat? (Students: at the chair) Sound? (Students: /ă/)uPoint to the blank in a_.This means that when the short vowel sound /ă/ is spelled a, there will be one or more letters after a.

i . . . . . . . . . . . . . . . . uPoint to i_ on the chart.Where is the cat? (Students: in the chair) Sound? (Students: / ĭ /)

e . . . . . . . . . . . . . . . . uPoint to e_ on the chart.Where is the cat? (Students: edge of the chair) Sound? (Students: /ĕ/)

o . . . . . . . . . . . . . . . . uPoint to o_ on the chart.Where is the cat? (Students: on the chair) Sound? (Students: /ŏ/)

u . . . . . . . . . . . . . . . . uPoint to u_ on the chart.Where is the cat? (Students: under the chair) Sound? (Students: /ŭ/)

still . . . . . . . . . . . . . . I’ll write still.uWrite st on the board.Which picture shows the sound / ĭ /? (Students: in the chair) How do I spell the sound / ĭ /? (Students: i)uFinish writing still.


stretch . . . . . . . . . . . . I’ll write stretch.uWrite str on the board.Which picture shows the sound /ĕ/? (Students: edge of the chair) How do I spell the sound /ĕ/? (Students: e)uFinish writing stretch.

u Introduce This Week’s Words

uDistribute a Student Spelling Book to each student. Have the students write their name on the inside front cover. Have them open to page 3. At the beginning of every week, you will see the words that you will learn. There is a sentence for each word. Follow along as I read the words and sentences.

1. catch . . . . . . . . . . . Number 1: catch. Catch the ball when I throw it to you.uPoint to the “at the chair” picture on the spelling-sound chart.The “at the chair” picture is for the sound /ă/.

The sound /ch/ after a short vowel in a one-syllable word is usually spelled t-c-h.

2. spend . . . . . . . . . . . Number 2: spend. I spend at least 30 minutes every day reading for pleasure.uPoint to the “edge of the chair” picture.The “edge of the chair” picture is for the sound /ĕ/.

Spend is easy when you think of the sounds, but it might be hard to hear the last two sounds: spend.

3. skills . . . . . . . . . . . . Number 3: skills. My batting skills have improved since I’ve been practicing.uPoint to the “in the chair” picture.The “in the chair” picture is for the sound / ĭ /.

I will have you underline the parts that need to be memorized.

The sound /l/ after a short vowel in a one-syllable word is usually spelled l-l. Find the word skills that is next to number 3. Underline l-l.

4. pond . . . . . . . . . . . Number 4: pond. My friend and I like to catch and release frogs at the pond.uPoint to the “on the chair” picture.The “on the chair” picture is for the sound /ŏ/.


Pond is easy when you think of the sounds, but it might be hard to hear /nd/ at the end.

5. lunches . . . . . . . . . . Number 5: lunches. We carried our lunches in our backpacks.uPoint to the “under the chair” picture.The “under the chair” picture is for the sound /ŭ/.

The base word is lunch. The suffix is /әz/.

6. tracks . . . . . . . . . . . Number 6: tracks. The train tracks went through the center of town.

It may be hard to hear tr in tracks.

The sound /k/ after a short vowel in a one-syllable word is spelled c-k.

7. badge . . . . . . . . . . . Number 7: badge. The police officer showed us her badge when we visited the police station.

The sound /j/ after a short vowel in a one-syllable word is spelled d-g-e.

8. a lot . . . . . . . . . . . . Number 8: a lot. I see that a lot of leaves have fallen.

FREQUENTLY MISSPELLED WORDS A lot is frequently misspelled. Many people write a lot incorrectly. In guided spelling we will often practice frequently misspelled words so that you will not be confused by them.

The expression a lot is two words. Underline the space between the two words.

9. cannot . . . . . . . . . . Number 9: cannot. I cannot meet you after school.

FREQUENTLY MISSPELLED WORD Cannot is a frequently misspelled word.

Cannot is a compound word made of can and not. A compound word is made of two smaller words with no space in between.

10. through . . . . . . . . . Number 10: through. The train slowed before going through the tunnel.

FREQUENTLY MISSPELLED WORD Through is a frequently misspelled word.

HOMOPHONE Through is a homophone. Homophones are words that sound the same but are spelled differently.uWrite on the board: through threwThrough, as in Sunlight is coming through the window, is spelled t-h-r-o-u-g-h.


Threw, as in She threw the ball, is spelled t-h-r-e-w.

Find the word through that is next to number 10. Underline o-u-g-h. We have to memorize o-u-g-h.

11. off . . . . . . . . . . . . Number 11: off. Please turn off the lights before leaving the room.

FREQUENTLY MISSPELLED WORD Off is a frequently misspelled word. Underline f-f. We have to memorize f-f.

12. field . . . . . . . . . . . Number 12: field. The owl flew over the field searching for mice.

FREQUENTLY MISSPELLED WORD Field is a frequently misspelled word. Underline i-e. We have to memorize i-e.

13. what . . . . . . . . . . . Number 13: what. I wonder what time the movie starts.

FREQUENTLY MISSPELLED WORD What is a frequently misspelled word. Underline a. We have to memorize a.

14. young . . . . . . . . . . Number 14: young. The young deer stared at us.

Underline o-u. We have to memorize o-u.

15. spread . . . . . . . . . . Number 15: spread. We spread the blanket on the grass for the picnic.

Underline e-a. We have to memorize e-a.

u Guided Spelling

uHave your students turn to page 4.Now you’ll write eight of this week’s words. I’m going to say each word and you will write it, but this is not a test. I will help you think about each word so that you write it correctly. If you’re not sure how to spell a word, raise your hand to ask me for help. It is important to know when you don’t know.

1. catch . . . . . . . . . . . Number 1: catch. Catch the ball when I throw it to you. Say catch. (Students: catch)

If you’re not sure how to spell the short vowel sound /ă/, look for the cat at the chair. The sound /ch/ after a short vowel in a one-syllable word is spelled t-c-h. Write catch.

In guided spelling you will check each word after you write it. This is how you will check your work: Everyone will read and spell the word together. You will point under each letter as you spell.uTell the class how you want them to point to each letter (for example, with their finger, pencil point, or eraser).


Let’s practice. Read and spell catch. (Students: catch, c-a-t-c-h) Let’s practice again, and as you read and spell, I will write the word.uAt number 1, write catch as the students read and spell. (Students: catch, c-a-t-c-h)

Check your word. Is it spelled like the one I wrote? If you made a mistake, draw a line through the word you misspelled. Write the correct word above it.

2. spend . . . . . . . . . . . Number 2: spend. I spend at least 30 minutes every day reading for pleasure. Say spend. (Students: spend)

Listen to the sounds: spend. If you’re not sure how to spell the short vowel sound /ĕ/, look for the cat at the edge of the chair. Write spend.

Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 2, write spend as the students read and spell. (Students: spend, s-p-e-n-d)

Check your word. Is it spelled like the one I wrote? If you made a mistake, draw a line through the word you misspelled. Write the correct word above it.

3. tracks . . . . . . . . . . . Number 3: tracks. The train tracks went through the center of town. Say tracks. (Students: tracks)

The base word is track. Listen to the sounds: track. If you’re not sure how to spell the short vowel sound /ă/, look for the cat at the chair. The sound /k/ after a short vowel in a one-syllable word is spelled c-k. Write tracks.

Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 3, write tracks as the students read and spell. (Students: tracks, t-r-a-c-k-s)

Check your word. Is it spelled like the one I wrote? If you made a mistake, draw a line through the word. Write the correct word above it.

4. lunches . . . . . . . . . . Number 4: lunches. We carried our lunches in our backpacks. Say lunches. (Students: lunches)

The base word is lunch. If you’re not sure how to spell the short vowel sound /ŭ/, look for the cat under the chair. Write lunch.

The suffix is /әz/. Add /әz/.

Now you will check your work. Lunches has two syllables.


Day 2Whenever we check a word with more than one syllable, read the word and then read and spell by syllables. Let’s practice. Say “lunches, lunch-, l-u-n-c-h, -es, e-s.” (Students: lunches, lunch-, l-u-n-c-h, -es, e-s) Everyone read the word again, and then read and spell by syllables as I write it. Point under each letter as you spell. uAt number 4, write lunches as the students read and spell. (Students: lunches, lunch-, l-u-n-c-h, -es, e-s)


NOW YOU’LL WRITE FOUR WORDS INDEPENDENTLY.

If you’re not sure how to spell part of the word, raise your hand to ask me. I will write the answer.

5. skills . . . . . . . . . . . . Number 5: skills. My batting skills have improved since I’ve been practicing. Say skills. (Students: skills)

Write skills.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 5.Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 5, write skills as the students read and spell. (Students: skills, s-k-i-l-l-s)


6. pond . . . . . . . . . . . Number 6: pond. My friend and I like to catch and release frogs at the pond. Say pond. (Students: pond)

Write pond.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 6.Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 6, write pond as the students read and spell. (Students: pond, p-o-n-d)



7. badge . . . . . . . . . . . Number 7: badge. The police officer showed us her badge when we visited the police station. Say badge. (Students: badge)

Write badge.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 7.Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 7, write badge as the students read and spell. (Students: badge, b-a-d-g-e)


8. a lot . . . . . . . . . . . . Number 8: a lot. I see that a lot of leaves have fallen. Say a lot. (Students: a lot)

Write a lot.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 8.Now you will check your work. Everyone read and spell as I write the word. Point under each letter as you spell. Say “new word” before you spell the second word.uAt number 8, write a lot as the students read and spell. (Students: a lot, a, new word, l-o-t)

Check your words. Are they spelled like what I wrote? If you made a mistake, draw a line through the words. Write the correct words above them.


Week 1 Day 2


The first few guided spelling lessons are designed to give the stu-dents detailed practice with the guided spelling procedures, and fewer words are introduced in these lessons. In guided spelling today, the students will spell eight words.The development of the students’ metacognitive abilities is an important goal of the Guided Spelling program. Strong spellers anticipate common pitfalls in English words, and they are aware when they do not know part of a word. In Guided Spelling, you will often alert your students to difficult word parts. You will encourage your students to ask questions and you will fre-quently offer help. When students have a question, give the answer by writing the spelling on the board or overhead to the left of the number of the word. Don’t answer aloud. Students who aren’t sure of the spelling look at what you wrote, and the students who know the spelling write without being told.In this lesson the students will write the homophone through. In the Guided Spelling program commonly confused homo-phones are identified, and you will guide the students in spelling the correct one in each case. If your students have an advanced vocabulary, you may want to mention additional homophones as they appear, such as wrote/rote.If you are using the board instead of the reusable form (Blackline Masters page 1), number from 1 to 8.


We’ll review the short vowel sounds and their pictures on the chart.

o . . . . . . . . . . . . . . . . uPoint to o_ on the chart.Where is the cat? (Students: on the chair) Sound? (Students: /ŏ/)

e . . . . . . . . . . . . . . . . uPoint to e_ on the chart.Where is the cat? (Students: edge of the chair) Sound? (Students: /ĕ/)


i . . . . . . . . . . . . . . . . uPoint to i_ on the chart.Where is the cat? (Students: in the chair) Sound? (Students: / ĭ /)

a . . . . . . . . . . . . . . . . uPoint to a_ on the chart.Where is the cat? (Students: at the chair) Sound? (Students: /ă/)

u . . . . . . . . . . . . . . . . uPoint to u_ on the chart.Where is the cat? (Students: under the chair) Sound? (Students: /ŭ/)

splash . . . . . . . . . . . . I’ll write splash.uWrite spl on the board.Which picture shows the sound /ă/? (Students: at the chair) How do I spell the sound /ă/? (Students: a)uFinish writing splash.

strict . . . . . . . . . . . . . I’ll write strict.uWrite str.Which picture shows the sound / ĭ /? (Students: in the chair) How do I spell the sound / ĭ /? (Students: i)uFinish writing strict.

u Guided Spelling

uHave your students open their spelling books to page 5. They will write eight words in this lesson. Remind your students that guided spelling is not a test. You will help them think about each word so that they write it correctly. If they are not sure how to spell a word, they should raise their hand to ask for help.

1. cannot . . . . . . . . . . Number 1: cannot. I cannot meet you after school. Say cannot. (Students: cannot)

Cannot is a compound word. A compound word is a word made of two smaller words. When you write a compound word, do not leave a space between the two smaller words. Write cannot.

Now you will check your work. Cannot has two syllables. Whenever we check a word with more than one syllable, read the word and then read and spell by syllables. Let’s practice. Say “cannot, can-, c-a-n, -not, n-o-t.” (Students: cannot, can-, c-a-n, -not, n-o-t) Everyone read the word again and read and spell by syllables as I write it. Point under each letter as you spell.uAt number 1, write cannot as the students read and spell. (Students: cannot, can-, c-a-n, -not, n-o-t)


Day 3Check your word. Is it spelled like the one I wrote? If you made a mistake, draw a line through the word. Write the correct word above it.

2. through . . . . . . . . . Number 2: through. The train slowed before going through the tunnel. Say through. (Students: through)

HOMOPHONE Through is a homophone. It’s not threw, as in She threw the ball. It’s through, as in through the window.

Be careful here. The vowel sound in through has an unusual spelling. If you know the spelling, write through. If you’re not sure how to spell it, raise your hand and look up here as I write it.uIf any students raise their hands, write ough to the left of number 2.Write through.

Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 2, write through as the students read and spell. (Students: through, t-h-r-o-u-g-h)


3. spread . . . . . . . . . . Number 3: spread. We spread the blanket on the grass for the picnic. Say spread. (Students: spread)

Be careful here. The vowel sound in spread has an unusual spelling. If you know the spelling, write spread. If you’re not sure how to spell it, raise your hand and look up here as I write it.uIf any students raise their hands, write ea to the left of number 3.Write spread.

Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 3, write spread as the students read and spell. (Students: spread, s-p-r-e-a-d)


4. field . . . . . . . . . . . . Number 4: field. The owl flew over the field searching for mice. Say field. (Students: field)

Be careful here. The vowel sound in field has an unusual spelling. If you know the spelling, write field. If you’re not sure how to spell it, raise your hand and look up here as I write it.


uIf any students raise their hands, write ie to the left of number 4.Write field.

Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 4, write field as the students read and spell. (Students: field, f-i-e-l-d)




5. what . . . . . . . . . . . Number 5: what. I wonder what time the movie starts. Say what. (Students: what)

Write what.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 5.Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 5, write what as the students read and spell. (Students: what, w-h-a-t)


6. young . . . . . . . . . . . Number 6: young. The young deer stared at us. Say young. (Students: young)

Write young.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 6.Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 6, write young as the students read and spell. (Students: young, y-o-u-n-g)



7. swept . . . . . . . . . . . Number 7: swept. He swept the classroom floor. Say swept. (Students: swept)

Write swept.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 7.Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 7, write swept as the students read and spell. (Students: swept, s-w-e-p-t)


8. off . . . . . . . . . . . . . Number 8: off. Please turn off the lights before leaving the room. Say off. (Students: off)

Write off.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 8.Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 8, write off as the students read and spell. (Students: off, o-f-f)


Week 1


Day 3


In guided spelling today, the students will write eight words. If you are using the board instead of the reusable form (Blackline Masters page 1), number from 1 to 8.


uIf your students do not yet spell the short vowel sounds accurately, review all the short vowel sounds and pictures as in the Day 2 pre-spelling activity.We’ll use the spelling-sound chart to help us spell short vowels.

swift . . . . . . . . . . . . . I’ll write swift.uWrite sw.Which picture shows the sound / ĭ /? (Students: in the chair) How do I spell the sound / ĭ /? (Students: i)uFinish writing swift.

shelf . . . . . . . . . . . . . I’ll write shelf.uWrite sh.Which picture shows the sound /ĕ/? (Students: edge of the chair) How do I spell the sound /ĕ/? (Students: e)uFinish writing shelf.

u Guided Spelling

Open your spelling books to page 6.

1. young . . . . . . . . . . . Number 1: young. Young elephants are called calves. Say young. (Students: young)

Be careful here. The vowel sound in young has an unusual spelling. If you know the spelling, write young. If you’re not sure how to spell it, raise your hand and look up here as I write it.uIf any students raise their hands, write ou to the left of number 1.Write young.


Day 4Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 1, write young as the students read and spell. (Students: young, y-o-u-n-g)


2. off . . . . . . . . . . . . . Number 2: off. The diver dove off the highest diving platform. Say off. (Students: off)

If you’re not sure how to spell the short vowel sound /ŏ/, look for the cat on the chair. Be careful here. If you’re not sure how to spell the sound /f/ in off, raise your hand and look up here as I write it.uIf any students raise their hands, write ff to the left of number 2.Write off.

Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 2, write off as the students read and spell. (Students: off, o-f-f)


3. skills . . . . . . . . . . . . Number 3: skills. He practices piano so he can improve his skills. Say skills. (Students: skills)

If you’re not sure how to spell the short vowel sound / ĭ /, look for the cat in the chair. If you’re not sure how to spell the sound /l/ after a short vowel in a one-syllable word, raise your hand and look up here as I write it.uIf any students raise their hands, write ll to the left of number 3.Write skills.

Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 3, write skills as the students read and spell. (Students: skills, s-k-i-l-l-s)



4. badges . . . . . . . . . . Number 4: badges. All of the park rangers wear badges. Say badges. (Students: badges)

If you’re not sure how to spell the short vowel sound /ă/, look for the cat at the chair. If you aren’t sure how to spell the sound /j/ after a short vowel in a one-syllable word, raise your hand and look up here as I write it.uIf any students raise their hands, write dge to the left of number 4.Write badges.

Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 4, write badges as the students read and spell. (Students: badges, b-a-d-g-e-s)




5. cannot . . . . . . . . . . Number 5: cannot. We cannot talk during the performance. Say cannot. (Students: cannot)

Write cannot.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 5.Now you will check your work. When you check a word with more than one syllable, you will read the word first. Then you will read and spell the word by syllables. Cannot, can-, c-a-n, -not, n-o-t. Everyone read the word. (Students: cannot) Everyone read and spell the word by syllables as I write it. Point under each letter as you spell.uAt number 5, write cannot as the students read and spell by syllables. (Students: can-, c-a-n, -not, n-o-t)Check your word. Is it spelled like the one I wrote? If you made a mistake, draw a line through the word. Write the correct word above it.

6. catches . . . . . . . . . . Number 6: catches. The bat catches moths in midair. Say catches. (Students: catches)

Write catches.


uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 6.Now you will check your work. Everyone read the word. (Students: catches) Catches has two syllables: catch-es. Everyone read and spell the word by syllables as I write it. Point under each letter as you spell.uAt number 6, write catches as the students read and spell by syllables. (Students: catch-, c-a-t-c-h, -es, e-s)Check your word. Is it spelled like the one I wrote? If you made a mistake, draw a line through the word. Write the correct word above it.

7. spreads . . . . . . . . . . Number 7: spreads. She spreads butter on her toast. Say spreads. (Students: spreads)

Write spreads.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 7.Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 7, write spreads as the students read and spell. (Students: spreads, s-p-r-e-a-d-s)


8. lunches . . . . . . . . . . Number 8: lunches. We ordered lunches from the cafeteria for the field trip. Say lunches. (Students: lunches)

Write lunches.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 8.Now you will check your work. Everyone read the word. (Students: lunches) Lunches has two syllables: lunch-es. Everyone read and spell the word by syllables as I write it. Point under each letter as you spell.uAt number 8, write lunches as the students read and spell by syllables. (Students: lunch-, l-u-n-c-h, -es, e-s)Check your word. Is it spelled like the one I wrote? If you made a mistake, draw a line through the word. Write the correct word above it.

Week 1


Day 4


In guided spelling today, the students will write eight words. If you are using the board instead of the reusable form (Blackline Masters page 1), number from 1 to 8.


uIf your students do not yet spell the short vowel sounds accurately, review all the short vowel sounds and pictures as in the Day 2 pre-spelling activity.We’ll use the spelling-sound chart to help us spell short vowels.

block . . . . . . . . . . . . . I’ll write block.uWrite bl on the board.Which picture shows the sound /ŏ/? (Students: on the chair) How do I spell the sound /ŏ/? (Students: o)uFinish writing block.

brush . . . . . . . . . . . . . I’ll write brush.uWrite br.Which picture shows the sound /ŭ/? (Students: under the chair) How do I spell the sound /ŭ/? (Students: u)uFinish writing brush.

u Guided Spelling

uHave your students open their spelling books to page 7.

1. pond . . . . . . . . . . . Number 1: pond. We found many different types of plants at the pond. Say pond. (Students: pond)

Listen to the sounds: pond. If you’re not sure how to spell the short vowel sound /ŏ/, look for the cat on the chair. Write pond.

Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 1, write pond as the students read and spell. (Students: pond, p-o-n-d)



2. a lot . . . . . . . . . . . . Number 2: a lot. There were a lot of people watching the parade. Say a lot. (Students: a lot)

Be careful here. The expression a lot is two words. If you’re not sure how to spell the short vowel sound /ŏ/, look for the cat on the chair. Write a lot.

Now you will check your work. Everyone read and spell as I write. Point under each letter as you spell. Say “new word” before you spell the second word.uAt number 2, write a lot as the students read and spell. (Students: a lot, a, new word, l-o-t)

Check your words. Are they spelled like what I wrote? If you made a mistake, draw a line through the word. Write the correct word above it.

3. fields . . . . . . . . . . . Number 3: fields. This time of year the wheat fields are golden. Say fields. (Students: fields)

Be careful here. The vowel sound in fields has an unusual spelling. If you know the spelling, write fields. If you’re not sure how to spell it, raise your hand and look up here as I write it.uIf any students raise their hands, write ie to the left of number 3.Write fields.

Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 3, write fields as the students read and spell. (Students: fields, f-i-e-l-d-s)


4. what . . . . . . . . . . . Number 4: what. What is making that terrible noise? Say what. (Students: what)

Be careful here. The vowel sound in what has an unusual spelling. If you know the spelling, write what. If you’re not sure how to spell it, raise your hand and look up here as I write it.uIf any students raise their hands, write a to the left of number 4.Write what.


Day 5Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 4, write what as the students read and spell. (Students: what, w-h-a-t)




5. spends . . . . . . . . . . Number 5: spends. She spends a lot of time practicing piano. Say spends. (Students: spends)

Write spends.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 5.Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 5, write spends as the students read and spell. (Students: spends, s-p-e-n-d-s)


6. stretches . . . . . . . . . Number 6: stretches. Elastic stretches. Say stretches. (Students: stretches)

Write stretches.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 6.Now you will check your work. Everyone read the word. (Students: stretches) Stretches has two syllables: stretch-es. Everyone read and spell the word by syllables as I write it. Point under each letter as you spell.uAt number 6, write stretches as the students read and spell by syllables. (Students: stretch-, s-t-r-e-t-c-h, -es, e-s)Check your word. Is it spelled like the one I wrote? If you made a mistake, draw a line through the word. Write the correct word above it.


7. through . . . . . . . . . . Number 7: through. On a hot day, I enjoy running through the sprinklers. Say through. (Students: through)

Write through.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 7.Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 7, write through as the students read and spell. (Students: through, t-h-r-o-u-g-h)


8. tracks . . . . . . . . . . . Number 8: tracks. The railroad tracks are on the outskirts of town. Say tracks. (Students: tracks)

Write tracks.uIf any students raise their hands to ask about part of the word, write the correct spelling to the left of number 8.Now you will check your work. Everyone read and spell the word as I write it. Point under each letter as you spell.uAt number 8, write tracks as the students read and spell. (Students: tracks, t-r-a-c-k-s)


Week 1


Day 5


Make a copy of the Week 1 homework practice page (Blackline Masters page 2) for each student, plus an extra copy for your own reference as you introduce the homework procedures to the students.The lesson today will prepare the students for the weekly homework that begins in Week 2. Today’s homework page will be used for in-class practice only; the students will not take homework home this week.

u Guided Spelling

TEACHER NOTE When several instructions are given one after another, a small square (n) indicates that you should pause to allow the students time to respond to a question or instruction.uHand out the Week 1 homework practice page.uTell the students that beginning next week they will have homework to help them memorize the spelling words. In this lesson they will practice the method for doing homework. uHave the students follow along as you read the top of the homework practice page:

Week 1 Homework Practice. Name.

Write your name. n Let’s continue reading:

Practice the memory steps for each word.

Step 1: Read the word. Say the syllables to help you spell.

Step 2: Underline any hard parts.

Step 3: Cover the word. Say and write the word by syllables. Check.

1. catch . . . . . . . . . . . Number 1: catch. We’ll do the memory steps together.

STEP 1 . . . Step 1 is Read the word. Say the syllables to help you spell. Everyone read. (Students: catch) Catch has only one syllable.

STEP 2 . . . Step 2 is Underline any hard parts. If catch has any parts that are hard for you to remember, underline those parts.


STEP 3 . . . Step 3 is Cover the word. Say and write the word by syllables. Check. Catch has only one syllable. Everyone cover catch. Find line number 1. Everyone say catch. n Write catch. n Check your word. If you made a mistake, draw a line through the word and start again at Step 1.

2. spend . . . . . . . . . . . Number 2: spend. We’ll do the memory steps together.

STEP 1 . . . Step 1 is Read the word. Say the syllables to help you spell. Everyone read. (Students: spend) Spend has only one syllable.

STEP 2 . . . Step 2 is Underline any hard parts. If spend has any parts that are hard for you to hear or remember, underline those parts.

STEP 3 . . . Step 3 is Cover the word. Say and write the word by syllables. Check. Everyone cover the word. Find line number 2. Everyone say and write spend. n Check your word. If you made a mistake, draw a line through the word and start again at Step 1.

3. skills . . . . . . . . . . . . Number 3: skills. We’ll do the memory steps together.

STEP 1 . . . Step 1 is Read the word. Say the syllables to help you spell. Everyone read. (Students: skills) Skills has only one syllable.

STEP 2 . . . Step 2 is Underline any hard parts. If skills has any parts that are hard for you to remember, underline those parts.

STEP 3 . . . Step 3 is Cover the word. Say and write the word by syllables. Check. Everyone cover the word. Find line number 3. Everyone say and write skills. n Check your word. If you made a mistake, draw a line through the word and start again at Step 1.

4. pond . . . . . . . . . . . uHave a volunteer demonstrate the memory steps for pond. Then have all the students practice individually.

5. lunches .

Documents

Grade TEACHER’S MANUAL Guided Spelling · 2019. 3. 2. · Project Name: Guided Spelling Grade 4 TM cover Round: Final pages Date: 10/23/18 File Name: GS-TM4_cover Page #: 1 Trim