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Phonics and Word Recognition:

CCSS.ELA-LITERACY.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.

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

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Students will be able to identify, read, and create multisyllabic words with R-controlled vowels.

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Grade 4 Multisyllabic District Probes
Student will decode words using 4th grade-level appropriate strategies, including derivational roots and
affixes in multisyllabic words with % accuracy.

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It’s Game Time: Multisyllabic Words with R-Controlled Vowels

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1. Option to identify R- controlled vowels on single syllable words
2. Option to fill in some blanks in the word game to allow for reading the word
3. Give extra practice on attached Word Sort worksheet

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1. Option to fill in the blanks with a multisyllabic word sentence instead of single word
2. Option to put two game boards together

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Go over the introduction, modeling and guided practice with students once more. Also, provide a worksheet with single syllable to review concept.

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Students will be able to identify the R-controlled vowel syllable type in contrast to other closed syllables that do not end in R.

Draw a square divided into fourths in front of your students and write the following words clockwise in the square beginning with the upper right corner: fir, tip, stir, fit.

Tell your class that you are going to challenge them to a game of call and response using those four words. Explain that you will call out a word and they will respond with the word that has the same I vowel sound as yours. If anyone in the class calls out a word that doesn't have the same vowel sound as your word, you get a point.

Begin by having your students repeat each word after you, so that everyone can hear how the word is properly said.

Answer any clarifying questions and begin the game by repeating one of the four words that has the same I sound:

Mix up your choices and repeat words so as not to become too predictable.

Explain that although all four words have the vowel I, the syllable that has the vowel, makes two different sounds. Furthermore, R-controlled syllables in which vowel sounds change slightly when they come before the letter R.

Tell your students that syllables following the consonant-vowel-consonant (cvc) pattern are called closed because the vowel is enclosed by consonants. Syllables spelled like this are pronounced as short vowels. Syllables that end in R-controlled vowels and begin with a consonant are closed syllables, so the I is always short.

Share the following lesson objective with your class: Recognize, identify, and apply R-controlled vowel sounds in words and their respective spelling combinations.

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R-Controlled Vowels in Context | Lesson Plan | Education.com | Lesson plan | Education.com

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Students will be able to identify the R-controlled vowel syllable type in contrast to other closed syllables that do not end in R. Draw a square divided into fourths in front of your students and write the following words clockwise in the square beginning with the upper right corner: fir, tip, stir, fit.