Second Grade Phonics Scope and Sequence
With Concepts of Print and Phonemic Awareness
Revised 8/22/13
Resources/
CCSS Learning Target Mentor Texts Assessment
CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level I can decode words.
phonics and word analysis skills in decoding words.
Spelling Sourcebook for Weekly cloze story test
2nd Grade Teachers By: and weekly word work
CCSS.ELA-Literacy.L.2.1 Demonstrate command of the Rebecca Sitton lessons
conventions of standard English grammar and usage I can use correct grammar
when writing or speaking. when I write and speak.
Words Their Way Words sorts test
Word Sorts
CCSS.ELA-Literacy.L.2.2 Demonstrate command of the I can use conventions when I
conventions of standard English capitalization, write.
punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.2.3 Use knowledge of language I can use conventions when I
and its conventions when writing, speaking, reading, or speak.
listening.
CCSS.ELA-Literacy.L.2.4 Determine or clarify the I can use different strategies
meaning of unknown and multiple-meaning words and to understand the meaning of
phrases based on grade 2 reading and content, unknown words.
choosing flexibly from an array of strategies.
CCSS.ELA-Literacy.L.2.5 Demonstrate understanding of I can know how words relate
word relationships and nuances in word meanings. to one another.
CCSS.ELA-Literacy.L.2.6 Use words and phrases I can use describing words.
acquired through conversations, reading and being read
to, and responding to texts, including using adjectives
and adverbs to describe (e.g.,When other kids are happy
that makes me happy).
High Frequency Words
Taught explicitly and embedded throughout the second grade curriculum
Dolch List - Click Here for List
Phonics
One‐syllable words with long and short vowels (a,e,i,o,u) Read and write one‐syllable long and short vowel words
Vowel Teams Identify, read, and write words with vowel teams
Identify, read and write the vowel teams which are diphthongs
Long a - a, ai, ay, , ea, ei Also include: au (auto), aw(saw), au (caught),al
(talk), al (ball),
Long e - e, e_e, ea, ee, y Also include: ey, ei, ew,
Long i - i, ie, igh, y
Long o - o, oa, ow, oe Also include: oi, oy, ou, oo, air, oe (toe), ou,
Long u - u, ue, ew, ui
Phonics
Inflected Endings es ending
ed /ed/ ending
ed /d/ ending
ed /t/ ending
Double consonant + ed ending
Change y to i _ing ending and ful ending
ous= us (famous)
ou = short u (touch)
our = /ur/ (journey)
ear= /air/ (bear)
ea = /short e/ bread
schwa spelling as in (about, again, around)
Two‐syllable words with blends and long vowels Identify, read, and write
o S‐blend cluster (sc, sk, sm, sn, sp, st, sw, scr, str, spr, spl)
o L‐blend cluster (bl, cl, fl, gl, pl, sl)
o R‐blend cluster (br, cr, dr, fr, gr, pr, tr)
o Other‐blend clusters (tw, thr, qu, squ, dge, tch, nd, nt, mp, ng, nk)
• Double consonant endings (ff, ss, ll, bb, gg, dd, nn, tt, zz)
• ck, ng, and nk patterns (ing, ang, ength, ong, ung, ink, ank, unk, onk)
Prefixes (not meanings) Decode, read, and write words with prefixes
o re‐, un‐, dis‐, mis‐, pre‐, ex‐, non‐, in‐, im‐, fore‐,uni‐, bi‐, tri‐
Suffixes (not meanings) Decode, read, and write words with suffixes
o ‐y, ‐ly, ‐ily, ‐ness, ‐ful, ‐less, ‐ture, ‐sure, ‐able, ‐ible, ‐ment, ‐hood, -er, -or, -
full, -est, tion
Phonics
Syllable Types and Two‐Syllable words •Use syllable types to divide two syllable words:
•Closed Syllables – has one vowel (with short vowel sound),
and ends in one consonant (s)
•Open Syllables – has one vowel; vowel is at the end of the
syllable; vowel usually has the long vowel sound)
•Silent e – has a vowel consonant [e] pattern, with a long
vowel sound
•Vowel Teams –two vowels together that make one vowel
sound (oi, oy - variant vowels oo, ou, ui, ew, ue, u, ou, oe, a, au, ow)
•[r] Controlled – single vowel followed by the letter (r) and
has neither the long nor the short vowel sound, but has it’s own
unique sound (ar, er, ir, or, ur, oar, ore, ear (earth), wor (word), war (warm),
quar (quart)
•Consonant [le] –this pattern occurs as an unaccented final
syllable
Soft C and G •c /s/ followed by e, i, or y
•g /j/ followed by e, i, o ,or y
•age /j/ as in manage
•dge /j at end bridge
Inconsistent, but common spelling/sound correspondence (same Decode, read, and spell words with:
sound but different spelling pattern, e.g. know/no, kite/light, o ph‐, wr‐, kn‐, ‐gh, –igh, ‐ight, ‐eigh, ‐ough, ‐ought, -sc, -gn, -ign, ch (school)
sleigh/hay, phone/fork)
Consonant + le Syllables le syllable at end
+le =/l/ at end (castle)
y= /ee/ at end (candy)
Final Blends - 2 and 3 letter blends st, sk, sp, nd, nt, lt, lk, lf, ld, lp, lm, lb, mp, ct, ft, pt
Compound Words- Blending multisyllabic words
Irregular Contractions don’t , won’t, n’t, ‘s, ‘ll, ‘re. ‘ve
Examples: I’ll, I’ve, she’d, they’d, they’ve, we’d, we’ve, what’s,
what’ve, who’d, who’s, you’d, you’ll, you’ve
Spelling - Based on Rebecca Sitton
Core Words word frequencies 35-170 Document of Words
with
No-Excuse Words the his
of they
"No Excuses" Words are those which students are and at
held accountable. They are expected to spell them a be
correctly in all of their everyday writing. They are
taken from the list of core words. to this
in from
is I
you have
that or
it one
he had
for not
was but
on what
are all
as were
when
we
