Virginia SOL 4.RV.1.C

ELA4th GradeReading and Vocabulary

The Standard

Determine the meaning of complex words using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).

Virginia Standards of Learning for English · Vocabulary Development and Word Analysis

Teacher's field guide

What Students Need to Do: Students split an unfamiliar word into its root and ending. They use those parts and the sentence to explain the word’s meaning and what it shows about number or time.
What Mastery Looks Like: Students identify the root and ending in words such as plants, jumped, and running. They explain how the ending signals number, time, or an ongoing action without changing the root meaning.
Common Misconceptions: Students may remove -ing from words such as sing, even when those letters are part of the root. They may name carri or runn as roots because they miss spelling changes. They may also assume -s always means more than one.
How to Assess It: Exit ticket: In “Lena carried the boxes upstairs,” write the root of carried, name the ending, and explain the word’s meaning and time.

Lesson moves

Give pairs root cards such as jump, paint, and help, plus ending tiles; students build words, act them out, and explain changes.
Post “The dog barks, barked, and is barking”; students write what each form tells about time, then compare answers.
Play a root match relay: teams match word cards such as carried, running, and plants to roots and label each ending.
Students highlight inflected words in a weather report, then explain how each ending helps readers track events and conditions.

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