Reading Standard 1: Print-Sound Code E1d (using phonics cues)

Students will deepen their understanding of the print-sound code.

In Grade 2, the students will be reviewing the skills introduced in Grade 1 and by the end of Grade 2 will be expected to:

  

á      Decode automatically one and two syllable words with short and long vowel sounds and common word endings

á      Identify and decode words with variant spelling patterns and common affixes.

 

Phonemic Awareness/Phonics

 

Grade 2 students will review the following:

á      Beginning Ð middle Ð end consonants and double consonants (ff, zz, ck, ll, ss, tt, dd, nn)

á      Consonant blends ( -l, -r, s- )

á      Consonant digraphs (sh, th, ch, wh, tch, qu)

á      Short vowels

á      Long vowels with silent e

á      Long vowel digraphs (oa, ee, ea, ai)

á      Base words and word endings (-s, -ed, -ing, -er, -es, est)

á      Regular plurals (-s)

á      Rhyming words (onsets and rimes)

á      Phonograms

 

In addition, exposure should occur for:

á      Compound words

á      Contractions ( Ôd, Ôll, nÕt, Ôre, Ôs, Ôve)

á      Synonyms and antonyms

 

Phonemic Awareness/Phonics

Students will continue to work with the following skills from First Grade:

á      Hearing syllables

á      Concept of rhyming words

á      Substituting onsets and decoding words made with the following rimes/phonograms/word families:

         at, am, ap, id, ad, it, ick, ack, eat,

         ang, ong, arn, orn, ump, amp, oat,

         ot, ake, ate, eed, eet, oke, ike,

         ast, est, ust, ace, ice, ose, ail, ain, all.

á      Beginning-middle-ending consonants

á      Double consonants

á      Consonant digraphs: th, sh, ch, tch, wh

á      Consonant blends: sp, st, cr, gr, dr, fr, tr, pr, cl, fl, pl

á      Short vowels

á      Long vowels e and o at end of syllable (me, go)

á      Long vowels with silent e

á      Short vowel digraph ea (bread)

á      Long vowel digraphs oa,ee,ea,ai,ow(show), ei(chief) ue(blue)

á      Vowel diphthongs ay, ou and ow(down)

á      Hard and soft g and c followed by e in final position  (edge, ice)

á      Long i sound for igh, z sound as in was, kw sound for qu, l sound for le, k for ck

á       R controlled vowels: or, ar, er, ir, ur

á       Word endings: s, ed, ing, er, est, es

á       Changing y to i before endings es, ed

á       Doubling consonant after short vowel with ed, ing ending

á      Contractions: Õd, Ôll, nÕt, Ôre, Ôs, Ôve

á      Y at the end of words (funny, sky)

á      Compound words

á      Abbreviations (Mr. Mrs.)

 

In Grade 2 students will be introduced to and begin to understand the following:

á      Consonant clusters str, spr, thr

á      Consonant digraphs gh(rough) ph(phone)

á      Silent letters wr, gn, kn

á      Hard and soft g and c followed by i and y (giraffe, gym and city, fancy)

á      Long a sound represented by ei (rein) eigh (sleigh)

á      Long e sound represented by eo (people)

á      R controlled vowels air (fair) are (care) ear (hear) eer (cheer) ear (earth)

á      Vowel diphthongs oi, oy

á      Vowel sounds oo (zoo) ew (stew) ou (through) ui (fruit) oo  (book) au (caught)  aw (claw)       

á      Prefixes un, re and suffixes ful, ly ness

 **The above skills for First and Second Grade are those used in the Harcourt Collections series.           

 

 

 

 

 

 

Reading Standard 2: Getting the Meaning

E1c (from informational text)  E1d (by showing accuracy and fluency in oral reading)  E3b, E5a, E1b (by discussion)

By the end of Grade 2, students should read, with fluency and stamina, fiction and non-fiction books that are longer and more complex than those read in First Grade. As students begin to read to learn, appropriate reading strategies should be utilized with more focus on meaning and comprehension.

 

Accuracy and Fluency        

 

á      By the end of Grade 2, students will be expected to read unfamiliar Level L books with 90% accuracy. (See Book Level Equivalence Chart in Appendix)         

á