4.2

4.2 is a knowledge and skills statement. These are the student expectations under it.

• 4.2.A.i

  decoding words with specific orthographic patterns and rules, including regular and irregular plurals

• 4.2.A.ii

  decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and f...

• 4.2.A.iii

  decoding words using advanced knowledge of syllable division patterns such as VV

• 4.2.A.iv

  decoding words using knowledge of prefixes

• 4.2.A.v

  decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants

• 4.2.A.vi

  identifying and reading high-frequency words from a research-based list

• 4.2.B.i

  spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and f...

• 4.2.B.ii

  spelling homophones

• 4.2.B.iii

  spelling multisyllabic words with multiple sound-spelling patterns

• 4.2.B.iv

  spelling words using advanced knowledge of syllable division patterns

• 4.2.B.v

  spelling words using knowledge of prefixes

• 4.2.B.vi

  spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants

• 4.2.C

  write legibly in cursive to complete assignments.

01

What Students Need to Do

Students break unfamiliar multisyllabic words into syllables and use vowel patterns, affixes, and spelling rules to read and spell them. They recognize irregular plurals, homophones, and common high-frequency words. They also write assignments in readable cursive.

02

What Mastery Looks Like

A student can mark syllable breaks, identify useful patterns, and read a new word accurately. The student spells related words correctly when adding prefixes or suffixes and chooses the right homophone from context. Cursive is consistent, spaced, and easy to read.

03

Common Misconceptions

Students often divide words by letters rather than vowel sounds, or treat every vowel pair the same. They may keep the final e, leave y unchanged, or forget to double a final consonant when adding a suffix. They also confuse homophones and assume all plurals end in s.

04

How to Assess It

Give students this exit ticket: divide and read hopeful and musician, then spell making, carried, and running. Have them choose there or their in a sentence and copy the completed sentence in cursive.

1. 01

   Use letter tiles and syllable cards to build reptile, rainbow, corner, table, and music, then sort each word by syllable type.

2. 02

   Ask students to explain in writing why hope becomes hoping, happy becomes happier, and run becomes running.

3. 03

   Play Syllable Scoop: teams draw word cards, mark syllable breaks, read the word, and earn a point for a correct spelling.

4. 04

   Have students edit a mock class newsletter for homophones, plurals, and suffix errors, then rewrite one corrected sentence in cursive.

• K.2

  The Kindergarten version of this standard.

• 2.2

  The 2nd Grade version of this standard.

• 3.2

  The 3rd Grade version of this standard.

• 1.2

  The 1st Grade version of this standard.