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Spelling

2nd Grade

Alabama Course of Study Standards: 38

Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.
  1. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.
  2. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.
    Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et
  3. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a v or j.
    Examples: have, give, save; cage, rage, budge, lodge
  4. Encode one- and two-syllable words with long and short vowel patterns.
  5. Encode words with two- and three-consonant blends, including those containing digraphs.
    Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr
  6. Encode words with consonant digraphs, trigraphs, and combinations.
    Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu
  7. Encode words with the common vowel teams, including diphthongs.
    Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh
  8. Encode words with vowel-r combinations.
    Examples : ar, or, ir, er, ur, air, ear, oar
  9. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.
    Examples: wild, cold, most, colt, mind
  10. Encode words with a after w read /ä/ and a before l read /â/.
    Examples: wash, water, wasp; tall, all, talk, small, fall
  11. Encode words with or after w read /er/
    Examples: world, word, worm, worst, work
  12. Encode words with hard and soft c and g.
    Examples: carry, cent; game, giraffe
  13. Encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /i/ sound in one-syllable words and the long /e/ sound in two-syllable words, and words with vowel y in medial position, producing the short /i/ sound for these words.
    Examples: fly, my; baby, happy; myth, gym
  14. Encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.
    Examples: pro-, trans-, non-, mid-, -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly
  15. Encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.
    Examples: decodable - number, way, my, than, word
    decodable except for one irregularity - other (o is schwa); from- (o is schwa); what- (a is schwa or short o depending on dialect)
  16. Encode contractions with am, is, has, not, have, would, and will, using apostrophes appropriately
    Examples: I’m, he’s, she’s, isn’t, don’t, I’ve, he’d, they’ll
  17. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.
    Examples: their/they’re/there; eight/ate; cent/scent/sent

Arizona Academic Standards: 2.L.2.d

Common Core State Standards: Literacy.L.2.2d

Georgia Standards of Excellence (GSE): ELAGSE2L2d

Kentucky Academic Standards (KAS): L.2.2.d

Massachusetts Curriculum Frameworks: L.2.2.e

Mississippi College- and Career-Readiness Standards: L.2.2d

Generalize learned spelling patterns when writing words (e.g., cage --> badge; boy --> boil).

North Carolina - Standard Course of Study: L.2.2.d

Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words

New York State Next Generation Learning Standards:  

Generalize learned spelling patterns when writing words (e.g., cage → rage; boy → toy).

Ohio's Learning Standards: L.2.2.d

Generalize learned spelling patterns when writing words (e.g., cage --> badge; boy --> boil).

Wisconsin Academic Standards: L.2.6.d

use common spelling patterns, phonemic awareness, and basic reference materials to solve words. Related to Reading Foundational standards (RF.2.3).

Arizona Academic Standards: 2.L.2.e

Common Core State Standards: Literacy.L.2.2e

Georgia Standards of Excellence (GSE): ELAGSE2L2e

Kentucky Academic Standards (KAS): L.2.2.e

Massachusetts Curriculum Frameworks: L.2.2.f

Mississippi College- and Career-Readiness Standards: L.2.2e

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

North Carolina - Standard Course of Study: L.2.2.e

Consult reference materials as needed to check and correct spellings

New Jersey Student Learning Standards: L.2.2.E

Consult print and digital resources, including beginning dictionaries, as needed to check and correct spellings.

New York State Next Generation Learning Standards:  

Consult reference materials as needed to check and correct spellings.

Pennsylvania Core Standards: CC.1.4.2.F

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
  • Capitalize proper nouns.
  • Use commas and apostrophes appropriately
  • Spell words drawing on common spelling patterns.
  • Consult reference material as needed.

Pennsylvania Core Standards: CC.1.4.2.L

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
  • Capitalize proper nouns.
  • Use commas and apostrophes appropriately
  • Spell words drawing on common spelling patterns.
  • Consult reference material as needed.

Pennsylvania Core Standards: CC.1.4.2.R

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
  • Capitalize proper nouns.
  • Use commas and apostrophes appropriately
  • Spell words drawing on common spelling patterns.
  • Consult reference material as needed.
2nd Grade Writing - Spelling Lesson
 
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