WordStudyand

Phonics
Grade4

Spectrum
An imprint of Carson-Dellosa Publishing LLC
Greensboro, North Carolina

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Spectrum
An imprint of Carson-Dellosa Publishing LLC
P.O. Box 35665
Greensboro, NC 27425 USA
2015 Carson-Dellosa Publishing LLC. Except as permitted under the United States Copyright Act, no part of this
publication may be reproduced, stored, or distributed in any form or by any means (mechanically, electronically,
recording, etc.) without the prior written consent of Carson-Dellosa Publishing LLC. Spectrum is an imprint of
Carson-Dellosa Publishing LLC.
Printed in the USA All rights reserved.
01-227147811

ISBN 978-1-4838-1185-7

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Lessonof1.2
Table
Contents Grade 4
Chapter 1 Phonics
Lesson 1.1 Beginning and Ending Consonants . . . . . 6
Lesson 1.2 Hard and Soft c and g . . . . . . . . . . . . . . . . 8
Lesson 1.3 The Sounds of s . . . . . . . . . . . . . . . . . . . . . 12
Review: Beginning and Ending Consonants,
Hard and Soft c and g, and the Sounds of s . . . . 14
Lesson 1.4 Beginning Two-Letter Blends . . . . . . . . . . 16
Lesson 1.5 Beginning Three-Letter Blends . . . . . . . . . 20
Lesson 1.6 Ending Blends . . . . . . . . . . . . . . . . . . . . . . 22
Review: Beginning and Ending Blends . . . . . . . . . . . 24
Lesson 1.7 Beginning Consonant Digraphs . . . . . . . 26
Lesson 1.8 Ending Consonant Digraphs . . . . . . . . . . 28
Lesson 1.9 More Ending Consonant Digraphs . . . . . 30
Lesson 1.10 Silent Consonants . . . . . . . . . . . . . . . . . . 32
Lesson 1.11 More Silent Consonants . . . . . . . . . . . . . 34
Review: Digraphs and Silent Consonants. . . . . . . . . 36
Lesson 1.12 Short Vowel . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 1.13 Long Vowel . . . . . . . . . . . . . . . . . . . . . . . 40
Review: Short and Long Vowels . . . . . . . . . . . . . . . . 42
Lesson 1.14 Vowel Sounds (ai, ay, ei, ey). . . . . . . . . 44
Lesson 1.15 Vowel Sounds (ee, ea, ie, ey) . . . . . . . . 46
Lesson 1.16 Vowel Sounds (ind, ild, igh) . . . . . . . . . . 48
Lesson 1.17 Vowel Sounds (oa, ow, ou, old, ost). . . 50
Review: Vowel Sounds . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson 1.18 Vowel Sounds (oo, ew, ou, ui). . . . . . . . 54
Lesson 1.19 Vowel Sounds (au, aw, al, all). . . . . . . . 56
Lesson 1.20 Vowel Diphthongs (oi, oy) . . . . . . . . . . . 58
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Grade 4

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Table of Contents, continued

Lesson 1.21 More Vowel Diphthongs (ou, ow). . . . . 60
Review: Vowel Sounds and Diphthongs . . . . . . . . . 62
Lesson 1.22 The Schwa Sound . . . . . . . . . . . . . . . . . . 64
Lesson 1.23 The Sounds of y . . . . . . . . . . . . . . . . . . . . 68
Lesson 1.24 R-Controlled Vowels (ar, er, ir, or, ur) . . 70
Lesson 1.25 More R-Controlled Vowels
(air, are, ear, eer) . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Review: Schwa, the Sounds of y, and
R-Controlled Vowels . . . . . . . . . . . . . . . . . . . . . . . . . 74
Chapter 2 Word Structure
Lesson 2.1 Base Words and Endings (-ed, -ing) . . . 76
Lesson 2.2 Base Word Endings (-s, -es). . . . . . . . . . . 78
Lesson 2.3 Comparative Endings (-er, -est) . . . . . . . 80
Review: Base Words and Endings . . . . . . . . . . . . . . . 82
Lesson 2.4 Plurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Lesson 2.5 Irregular Plurals . . . . . . . . . . . . . . . . . . . . . 88
Lesson 2.6 Possessives . . . . . . . . . . . . . . . . . . . . . . . . . 90
Review: Plurals, Irregular Plurals, and Possessives . . 94
Lesson 2.7 Compound Words . . . . . . . . . . . . . . . . . . 96
Lesson 2.8 Contractions . . . . . . . . . . . . . . . . . . . . . . . 98
Review: Compound Words and Contractions . . . 100
Lesson 2.9 Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Lesson 2.10 Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Review: Prefixes and Suffixes . . . . . . . . . . . . . . . . . . 110
Lesson 2.11 Syllables . . . . . . . . . . . . . . . . . . . . . . . . . 112
Review: Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
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Grade 4
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Table of Contents, continued

Chapter 3 Vocabulary
Lesson 3.1 Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . 118
Lesson 3.2 Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . 120
Review: Synonyms and Antonyms . . . . . . . . . . . . . 122
Lesson 3.3 Shades of Meaning . . . . . . . . . . . . . . . . 124
Lesson 3.4 Levels of Specificity . . . . . . . . . . . . . . . . 126
Review: Shades of Meaning and
Levels of Specificity. . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson 3.5 Homophones. . . . . . . . . . . . . . . . . . . . . . 130
Lesson 3.6 Multiple-Meaning Words . . . . . . . . . . . . 132
Lesson 3.7 Word Play. . . . . . . . . . . . . . . . . . . . . . . . . 134
Review: Homophones, Multiple-Meaning Words,
and Word Play. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Lesson 3.8 Figures of Speech . . . . . . . . . . . . . . . . . . 138
Lesson 3.9 Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Review: Figures of Speech and Idioms. . . . . . . . . . 142
Chapter 4 Dictionary Skills
Lesson 4.1 Alphabetical Order . . . . . . . . . . . . . . . . 144
Lesson 4.2 Guide Words . . . . . . . . . . . . . . . . . . . . . . 146
Lesson 4.3 Entry Words . . . . . . . . . . . . . . . . . . . . . . . 148
Review: Alphabetical Order, Guide Words,
and Entry Words . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Lesson 4.4 Pronunciation Key and Respellings . . . 152
Lesson 4.5 Accent Marks . . . . . . . . . . . . . . . . . . . . . 156
Review: Respellings and Accent Marks . . . . . . . . . 158
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
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Grade 4

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NAME

Lesson 1.1 Beginning and Ending Consonants

Look at each picture below. On the first line, write the word that names
the picture and circle the beginning consonant. On the second line, write
a word from the box that has the same beginning consonant.
hippo

latch

fox

key

____________________

____________________

____________________

____________________

____________________

____________________

Circle the word that correctly completes each sentence below.

1. On sunny days, Cameron and Jess like to go to the ____________________.

reach

beach

peach

tub

rub

cub

vine

line

nine

save

cave

rave

sock

rock

lock

2. Please rinse out the ____________________ after you take a shower.

3. Ahmad will be ____________________ years old on Saturday.
4. Has anyone gone underground to explore the ____________________?
5. Every time we do laundry, I end up missing one ____________________.

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Grade 4
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Chapter 1 Lesson 1
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NAME

Lesson 1.1 Beginning and Ending Consonants

Look at each picture below. On the first line, write the word that names
the picture and circle the ending consonant. On the second line, write a
word from the box that has the same ending consonant.
grill

mix

hiss

wig

ask

get

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

Read each word. Change the last letter of the word to make a new word.
Write the new word on the line. Your new word should rhyme with the
three words below it.
1. stab ____________________

3. lisp ____________________

2. trim ____________________

4. fork ____________________

car
rip

far

sip

jar

skip

Spectrum Word Study and Phonics

Grade 4

fist

sport

wrist

short

mist

snort

Chapter 1 Lesson 1
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NAME

Lesson 1.2 Hard and Soft c and g

The letter c can make a hard sound, as in car and carrot. When c is
followed by e, i, or y, it can make a soft sound, as in center, city, and cycle.

The letter g can also make a hard sound, as in goose and give.
When g is followed by e, i, or y, it can make a soft sound, as in gentle
and ginger.
Read the words in the box. Write each word under the correct heading.
caring

race

camp

code

Hard c

cider

cute

ice

rice

Soft c

____________________

____________________

____________________

____________________

____________________
____________________

____________________
____________________

Look at the pictures below. On the first line, write the word from the box
that names each picture. On the second line, write hard g or soft g.
giraffe

flag

cage

garden

____________________

____________________

____________________

____________________

____________________
Spectrum Word Study and Phonics
Grade 4
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Chapter 1 Lesson 2
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NAME

Lesson 1.2 Hard and Soft c and g

Read the pairs of words below. Circle the sound you hear in both words.
1. guide

gaze

hard g

soft g

3. code

copper

hard c

soft c

2. large
4. lace

badge

hard g

center

hard c

soft c

hard c

soft c

hard c

soft c

5. germ

gentle

hard g

7. wig

tiger

hard g

6. piece
8. clam

cellar
cape

soft g

soft g
soft g

Write the word from the box that matches each clue. Make sure that the
word has the correct hard or soft c or g sound.
Egypt

gorilla

mice

grape

crab

celery

1. a large, African ape (hard g)

2. a sea creature that has strong pincers (hard c)

3. a country in Africa (soft g)

4. a purple fruit that grows on a vine; often used

to make jelly or juice (hard g)

bridge

tiger

____________________

____________________

____________________
____________________

5. a piece of metal or wood that allows people to

cross over water (soft g)

____________________

7. a large wild cat that has orange and black

stripes (hard g)

____________________

6. a type of crunchy, light green vegetable (soft c) ____________________

8. the plural form of mouse (soft c)

Spectrum Word Study and Phonics

Grade 4

____________________
Chapter 1 Lesson 2
Phonics
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NAME

Lesson 1.2 Hard and Soft c and g

Read each word in bold below. Decide whether it has a hard or soft c or
g sound. Then, underline the word beside it that has the same sound.
1. certain
2. dog
3. picnic
4. huge
5. crazy
6. village

crab

color

fancy

candle

police

once

cage

grape
nice

gem

germ

bridge
celery
tag

ago

wagon

camera
gold

Look at each pair of pictures. Draw a line to match the hard or soft sound
to each picture.
1.

soft c

hard c

2.

soft g

hard g

3.

soft c

hard c

4.

soft g

hard g

Spectrum Word Study and Phonics

Grade 4
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Chapter 1 Lesson 2
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NAME

Lesson 1.2 Hard and Soft c and g

Read the paragraphs below. Look for words with the hard and soft c and
g sounds. Then, write the words in the correct columns. You do not need
to list the same word more than once.

Kids around the world of all ages like to play games. There is a popular
game in India that is similar to the American game of tag. The Indian
game is called Kabaddi. The players are divided into two teams. If you
like, you can flip a coin to see which team will start the game.

Use a large piece of rope to make a line that divides the teams. The
teams line up in the center, one on either side of the rope. Team one
sends a player over to the other side. The team one player has to try to
tag a player from the other team while saying the word Kabaddi over and
over again without taking a breath. If the player takes a breath, he or she
can be tagged out by a player from team two. If the player makes it to his
or her own side without taking a breath, the player is safe. The goal of the
game is to be the last player left. If youre fast on your feet and good at
running, youll be great at Kabaddi.
Hard c

Soft c

Hard g

Soft g

_________________ _________________ _________________ _________________

_________________ _________________ _________________ _________________
_________________
_________________

_________________
_________________
_________________
_________________
_________________

Spectrum Word Study and Phonics

Grade 4

Chapter 1 Lesson 2
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Lesson 1.3 The Sounds of s

NAME

The letter s can make different sounds.

It can make the /s/ sound you hear sink.
It can make the /z/ sound you hear in music.
It can make the /sh/ sound you hear in sure.
It can make the /zh/ sound you hear in treasure.
Read the sentences below. Underline the word or words in parentheses ( )
that best complete each sentence.
1. My family is (always, please) (busy, easy) during the week.

2. We are not (sold, usually) able to eat

dinner together.

3. That (is, was) why we make (sugar, sure)

to have the Jenkins Family Game Night

once a week.

4. (September, Saturday) and Sunday are the two (does, days) that work
(best, last) for everyone.

5. We order a (cheese, grass) pizza, make a (salad, softball), and put

some (present, music) on the (stove, stereo).

6. We (slip, stack) our favorite games on the kitchen table and share our
(wise, news) from the week.

7. There is no way to (casual, measure) the good (climbs, times) we

have during game night.

8. I think (tease, these) are the kinds of (classes, traditions) I will have with
my own kids one day.

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Grade 4
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Chapter 1 Lesson 3
Phonics

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Lesson 1.3 The Sounds of s

NAME

Read each word in bold below. Circle the word beside it that has the
same sound of s. If you are not sure, try saying the words out loud.
1. kiss
2. poison
3. casual
4. sure
5. tease
6. whistle

singing

shoulder

shock

sink

measure

has

sure

slime

those
kids

snake

yours

surfer

sugar

hers

silly

usual

sloppy

Read the sentences below. On the line, write the s sound you hear for
each word in bold. Choose from s (as in slide), z (as in news), zh (as in
casual), and sh (as in sugar).
1. The name dinosaur ______ comes ______ from a word that means
terrible lizard.
2. About 65% of dinosaurs were herbivores, or plant eaters ______.

3. Pterodactyls were flying reptiles. Some ______ had a wingspan 40 feet

long.

4. The triceratops had three horns ______ and was twice as big as a rhino.

5. The stegosaurus had sharp spikes ______ on its tail.

6. Finding a fossil ______ can be like digging up a small ______

treasure ______.

Spectrum Word Study and Phonics

Grade 4

Chapter 1 Lesson 3
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Review Beginning and Ending Consonants, Hard

NAME

and Soft c and g, and the Sounds of s

Read the sentences below. Fill in each blank with a consonant to complete
the word. The words you form should make sense in the sentences.
1. Having a ______ aseball card collection can be a fu______ hobby for a

REVIEW: CHAPTER 1 LESSONS 13

basebal______ fan.

2. Between 1869 and the 1930s, ______ards were often ______old in a

pack with ______andy or gu______.

3. Paper was in shor______ supply during World ______ar II, so cards were
har______ to ge______ at that ______ime.

4. For a ______ong time, a company calle______ Topps was the only

company to produce baseball cards.
5. In the 1980s, a lot more ______eople became interested in
______ollecting.

6. ______oday, four companies are allowed to make cards of the Major

League ______layers.

Say each word in bold to yourself. If it has a hard sound (like club or
great), circle hard. If it has a soft sound (like lace or age) circle soft.
1. uncle
2. slice
3. gold
4. George

hard

hard

hard

hard

soft

soft

5. camera

soft

7. engine

soft

Spectrum Word Study and Phonics

Grade 4
14

6. guide

8. cellar

hard

soft

hard

soft

hard

hard

soft

soft

Review: Lessons 13
Phonics

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Review Beginning and Ending Consonants, Hard

NAME

and Soft c and g, and the Sounds of s

Look at each picture below. On the first line, write the word that names
the picture. Then, write the words from the box with the same hard or soft c
or g sound under the correct headings.
jug

clam

cent

energy

place

fog

climb

danger

_________________ _________________ _________________ _________________

_________________ _________________ _________________ _________________

Read the sentences below. The information in parentheses will tell you
which sounds of s to look for and how many words to circle in each sentence.
1. The double-decker bus is a bus that has two levels. (/s/ sound, 2)
2. They are a popular way for visitors to see a town. (/z/ sound, 1)
3. The most famous double-decker buses were found in England.
(/s/ sound, 3)

4. They were shiny red and seated about 60 to 80 passengers.

(/s/ sound, 2) (/z/ sound, 1)

5. In 2005, most of the remaining double-deckers in England were

retired.

(/s/ sound, 1)

6. Two routes in London continue to use the old two-story buses to

preserve a treasured piece of history. (/zh/ sound, 1) (/z/ sound, 3)

Spectrum Word Study and Phonics

Grade 4

Review: Lessons 13
Phonics
15

REVIEW: CHAPTER 1 LESSONS 13

_________________ _________________ _________________ _________________