SECOND GRADE PHONICS LITERACY STATIONS

$72.00

Add to Cart

PHONICS LITERACY STATIONS

This resource provides you with 36 phonics literacy stations for second grade learners.

This resource includes:

36 stations on phonics

Recording sheets for each station

Stations include:

*Matching Rhymes

*Syllable Sort

*Short Vowels

*Long Vowels

*Long and Short Vowels

* ‘L’ Blends

*’R’ Blends

*’S’ Blends

*Digraphs

*Double Consonants

*Ending Blends

*Clusters

*Trigraphs

*’R’ Controlled Vowels

*Long Vowel VCE

*Long Vowel Teams

*Vowel Dipthongs

*Schwa

*Variant Vowel ‘a’

*Variant Vowel ‘o’

*Variant Vowel ‘u’ and ‘oo’

*Variant Vowel ‘o’

*Silent Letters

*Sounds of ‘Y’

*Hard/Soft Consonants

*Compound Words

*Contractions

*Abbreviations

*Syllable Division

*Syllable Types

*Missing Syllable Types

*Inflectional Endings

*Sounds of ‘-ed’

*Double Ditch Switch

*Prefixes

*Suffixes

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core State Standards

Literacy

CCSSRF.2.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSSRF.2.3a

Distinguish long and short vowels when reading regularly spelled one-syllable words

CCSSRF.2.3b

Know spelling-sound correspondences for additional common vowel teams.

CCSSRF.2.3c

Decode regularly spelled two-syllable words with long vowels.

CCSSRF.2.3d

Decode words with common prefixes and suffixes.

CCSSRF.2.3f

Recognize and read grade-appropriate irregularly spelled words.

CCSSL.K.4b

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Texas Essential of Knowledge and Skills

Literacy

TEKSLA.2.2.A.i

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate phonological awareness by: producing a series of rhyming words.

TEKSLA.2.2.A.ii

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable and multisyllable words.

TEKSLA.2.2.A.iii

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate phonological awareness by: recognizing the change in spoken word when a specified phoneme is added, changed, or removed.

TEKSLA.2.2.A.iv

TEKSLA.2.2.B.i

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends.

TEKSLA.2.2.B.ii

TEKSLA.2.2.B.iii

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.

TEKSLA.2.2.B.iv

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: decoding compound words, contractions, and common abbreviations.

TEKSLA.2.2.B.v

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV.

TEKSLA.2.2.B.vi

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est.