1st
2nd
3rd
4th
Second Grade CCRS‐Reading Foundational Skills:
Phonics and Word Recognition
20. [RF.2.3] Know and apply grade-level phonics and word analysis skills in decoding words.
a.
Distinguish long and short vowels when reading regularly spelled one-syllable words.
b.
Know spelling-sound correspondences for additional common vowel teams.
c.
Decode regularly spelled two-syllable words with long vowels.
d.
Decode words with common prefixes and suffixes.
e.
Identify words with inconsistent but common spelling-sound correspondences.
f.
Recognize and read grade-appropriate irregularly spelled words.
Essential Question:
How are words formed?
Unpacking: What does this standard mean that a student will know and be able to do?
Students continue learning specific strategies for decoding words in texts and that learning prefixes, suffixes and vowel patterns
enhances decoding, spelling ability and, vocabulary development.
Use questions and prompts such as:
Does that sound right?
Does that look right?
Does that make sense?
Which rule did you use to decide how to say that word?
Look for chunks you know and say them.
Look at the beginning of the word and try again.
Look at the end of the word and try again.
Essential Vocabulary:
RF
syllable, prefix, suffix, vowel team, long vowel, short vowel, chunk, chunking, diagraph, dipthong
1
Both “I can” and “I will” statements help students know what is expected and understand where they are going.
20a. I can read one syllable words with long vowels.
20a. I can read one syllable words with short vowels.
20b. I can recognize spelling/sounds of vowel teams.
20c. I can sound out two syllable words with long vowels.
20d. I can sound out words with common prefixes.
20d. I can sound out words with common suffixes.
20e. I can identify words that don’t always sound the way
they are spelled.
20f. I can recognize and read words that don’t follow
spelling rules.
Criteria For Success: “I Will” (activity)
I will apply the final -e for reading long vowel words.
I will apply the vowel team rules for reading long vowel words.
I will apply cvc vowel rule for reading short vowel words.
I will match spelling/sound of vowel teams.
I will read two syllable words with long vowel sounds
I will identify prefixes at the beginning of the word. I will read words
with prefixes.
I will identify suffixes at the end of the word. I will read words with
suffixes.
I will memorize and read words that are irregularly spelled.
I will read words that don’t always sound the way they are spelled.
I will apply different sounds a vowel team can make.
RF
Learning Targets: “I Can” (skills)
2
1st
2nd
3rd
4th
Second Grade CCRS‐Reading Foundational Skills – Fluency
21. [RF.2.4] Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive
readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Essential Questions:
How does reading fluently help me understand text?
Unpacking: What does this standard mean that a student will know and be able to do?
Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on
the meaning of the text. Readers at this level will still benefit from opportunities to read texts multiple times at an
independent level.
Use questions and prompts such as:
Can you change your voice to represent a different character when that character speaks?
At the end of a question, the sound of your voice should be higher.
The sound of your voice should drop lower at the end of a sentence.
If what you read doesn’t make sense, go back and re-read. ok like you think it should.
Essential Vocabulary:
expression, punctuation, fluency, prosody, accuracy, appropriate rate, tone, mood
Both “I can” and “I will” statements help students know what is expected and understand where they are going.
21a. I can decide a purpose for reading a text.
21a. I can understand what I am reading.
21b. I can read aloud correctly.
21b. I can read aloud smoothly and clearly.
21b. I can read aloud with feeling.
21c. I can correct my reading when it doesn’t make
sense.
Criteria For Success: “I Will” (activity)
I will identify why I am reading a selection.
I will answer questions before/during and after reading.
I will use strategies to sound out and read words without making
mistakes.
I will read so that listeners can clearly understand my reading.
I will use changes in my voice to show expression and meaning.
(tone, emotion, punctuation, mood etc)
I will correct my reading when it doesn’t make sense.
RF
Learning Targets: “I Can” (skills)
3