SECOND GRADE WORD STUDY: PHONICS ACTIVITIES AND ANCHOR CHARTS (FIRST QUARTER)

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This product provides you with the first nine weeks of second grade word study activities and anchor charts.

This resource includes:

Anchor Charts

Activities

Assessments

Phonics Skills included:

Week 1: K-1 Sight Words

Week 2: Short Vowels

Week 3: Long Vowels

Week 4: Initial Blends- bl, cl, br, fr, etc

Week 5: Consonant Digraphs- ch, sh, th, ph, wh

Week 6: Doublets- ff, ll, ss, zz

Week 7: Ending Blends- ct, ld, lk, mp, nd, etc

Week 8: Cluster Trigraphs- dge, tch, etc

Week 9: R-Controlled Words- ar, or, er, ir, ur

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

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.2.3f

Recognize and read grade-appropriate irregularly spelled words.

Texas Essential Knowledge and Skills

TEKSLA.2.2.A.ii

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: distinguishing between long and short vowel sounds in one-syllable and multisyllable words

TEKSLA.2.2.B.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 and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends

TEKSLA.2.2.B.vii

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 and apply phonetic knowledge by: identifying and reading high-frequency words from a research-based list

TEKSLA.2.2.C.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 and apply spelling knowledge by: spelling one-syllable and 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.C.v

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 and apply spelling knowledge by: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word.

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