~Teacher Instructions~

Lesson 1: Long and short vowels

Section A: Review Questions

1. How many letters are in the alphabet? 26

2. Write the letters that are vowels. a e i o u

3. Make a breve, or the sign that shows a vowel is short. ˘

4. Make a macron or the sign that shows a vowel is long.

Section B: Penmanship Practice

Dictate the vowels and have students write each one, practicing best penmanship.
Dictate the capital letters first, then the lowercase. (This can be used as an
assessment as to which letters students need more penmanship practice on.)

5. Aa 6. Ee 7. Ii 8. Oo 9. Uu
Section C: Sight Word Practice

Have students read these sight words that were introduced today; you read the
words as students follow, read the words as a class, and students read words with
a partner (‘I do, we do, you do’). Then students can write sentences, using words
from the box. Do as many as time allows. Ask students what sentences begin and
end with. As students are writing, you can monitor and assess.

do one love today

are four the tomorrow

*Send the Spelling List for Week 1 home with students. It is your
choice to have students write the spelling words once at home or in
class. A homework tip is provided for parents.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 2: Review of Vowels

Section A: Penmanship Practice

Have students write the lowercase vowels for each, using best penmanship.

1. A a E e 2. 3. I i 4. O o 5. Uu
Have students write the capital vowels for each, using best penmanship.

6. a A 7. e E 8. i I 9. o O 10. u U
11. Dictate the following sentence for students to write using best penmanship.
Ask students what sentences should begin and end with. This can be used to
assess which letters students need more penmanship practice on.

*The fox can run into the mud.

(These are words using the sight words introduced and spelling words from Week 1.)

Section B: Sight Word Practice

Have students read the sight words in the box; you read the words as they follow,
read the words together as a class, and students read words with partner (‘I do,
we do, you do’). Then have students write in the missing letters, using the words in
the box as a guide.

was you eight come some have from of

12. eight 13. was 14. come 15. of

16. you 17. have 18. from 19. some

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 3: Consonants
Section A: Consonants

Using the Saxon picture card deck (11-29), show one card at a time while covering the
letter. Say the word on the card (e.g. show the ‘b’ card, covering the ‘b’, and say,
“balloon”). Have students write down the initial letter for each picture, using best
penmanship. These can be shown in random order (#1-19). (order can vary)

1. p 5. y 9. r 13. f_ 17. h
2. z_ 6. c 10. s 14. d_ 18. l_
3. g 7. m_ 11. w 15. b 19. k_
4. j_ 8. n_ 12. v 16. t

Section B: ‘K-Back’ Practice

Read and code the words #20 – 25 together. Discuss short vowel and ‘k-back’ rules as you
go.

20. can 21. cut 22. cot 23. cup 24. cab
Challenge ‘K-Back’ Word Practice: Read the words below; you read the words as the
students follow, read the words as a class, and students read with a partner (‘I do, we do,
you do’). club country cousin called climb cute

(These words are taken from the Reading Street story, “Twin Club”)

Section C: Short Story & Comprehension

Have the students read the story, Country Cousins and answer the questions.

I called my cousin, Sam, to come from the country. He rode the bus with his eight, cute
cats. We will have fun together!

25. How many cats does Sam have? Sam has eight cats.
26. Sam rode the _bus.
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 4: The Rule vc

Section A: Missing Sound

Have students say the name of each picture. Write the missing letter that is in
the initial, medial, or final position.

fox box six

Section B: Word Reading Practice

Read the words that follow the vc rule (#1– 9). Circle the letter that makes the
final sound in each word.

1. mĭx 2. mŭd 3. dŏt 4. yĕs 5. fĭx

6. zĭp 7. rŭn 8. lĕg 9. wăx

Have students read these nonsense words as a class.

10. tŏx 11. bĭx 12. jŭx

Section C: Sentence Completion

Have students use the words in the box to complete the sentences.

13. The pig fell into the mud . six

14.The dog had a cut leg . leg

mud
15.The fox will run_ up the hill.
run
16. I can come at six .
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 5: Review Sight Words

Section A: Sight Word Practice

Read the words in the box; you read as the students follow, read the words as a
class, and students read words with a partner (‘I do, we do, you do’). Then have
students write the words in alphabetical order together, using best penmanship.

into said what two of you *friend * country

(*from the Reading Street story, ”Twin Club”)

1. _country
2. _friend
3. _into
4. _of
5. _said
6. _two
7. _what
8. _you

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 5 Continued
Section B: Sight Word Review

Instead of doing an assessment, this is an activity where the students can practice
the sight words learned this week in a fun way. This can also be sent home as
homework practice if you choose. These words will be assessed in Lesson 10.

FABULOUS PHONICS FUN

Items Needed: one marker to share

Directions: Help the fox get to the den by reading the words on the
path.

Begin at “Start”. Play with a partner and take turns reading each word
on the path. If the word is read correctly, move the marker to the
next word. If the word is read incorrectly, the partner helps correct
it. Play the game again with your partner if you finish.

*These words are used to create a pathway to the den:

have, into, from, love, of, one, said, some, the, they, to, today,
together, tomorrow, two, was, what, where, who, you, are, come, do,
eight, four

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 6: The Rule v’

Section A: Coding Practice

Read the words below as a class. Refer to Rule v’. Code the words as follows: You show
how to code the first row of words, students code the words on the second row with a
partner, and then code the third row alone (‘I do, we do, you do’).

1. gō’ I ’ wē’ Bō’

2. mē’ nō’ flū’ shē’

3. sō’ hē’ hī’ bē’

Section B: Word Reading & Sound Isolation

Read, spell, read the words on row 4 as a class (e.g. trip, t-r-i-p, trip). Then have students
circle the letter that makes the initial sound in each word. Do the same procedure for the
words on row 5, except have them circle the letter that makes the final sound in each word.

4. trip fast kept clip plant

5. flat skin twig from stand

Section C: Sight Word Practice

Have students read the words in the box. Fill in the missing blank, using a word from the
box. Encourage them to use best penmanship.

from where they who

6. _Where_ are you going today?

7. _Who_ has kept eight plants _from_ you?

8. _They_ are going with me tomorrow.

*Send the Spelling List for Week Two home with students. It is your choice to have students
write the spelling words once at home or in class. A homework tip is provided for parents.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 7: Blends
Section A: Find and Read Words with Consonant Blends

Read these words together, then have students read them with a partner, taking
turns on each line. Students continue reading until you signal them to stop. Find
the blends in each word; you show them how to do the first row, do the second row
together as a class, the third row with a partner, and the last row student does by
self.

Row 1: cramp spot splat skill trip

Row 2: strand press swift flat twig

Row 3: plop clip frog smog blast

Row 4: snip grass glass skin brand

Section B: Penmanship Practice

Encourage students to write using best penmanship, punctuation, and capitals.

Dictate the following sentences. This can be used to assess spelling of sight words
learned, as well as correct letter formation, and sentence structure.

5. They will clip the twig from the tree together.

6. She kept the one plant in a flat spot.

Section C: Sight Word Check

Have students practice reading the sight words; with a partner, alone, and then
with an adult (if possible).

said together tomorrow where

some who what one
four today eight from

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 8: Spelling with k and c

Section A :

Have students write the 5 vowels in order on their paper, using best
penmanship. They can choose to write capitals or lowercase letters.

Aa Ee Ii Oo Uu
Section B: Words with c or k
Rule: ‘c’ is usually found before a, o, u, or any other consonant.

Fill in the missing letter for the following words together. Then read the words.

1. cob 2. crust 3. clap 4. scrub

5. _kid 6. skip 7. sky 8. kelp
Have students do # 9-16 alone. Choose a ‘c’ or ‘k’ in the missing blanks.
Then read the words.
9. skid 10. scab 11. cub 12. skit
13. cop 14. kept 15. skin 16. fact
Section C : Nonsense Words

Have students read the following nonsense words to self, then read to
partner, then read as a class. Do one at a time.

17. scŏb 18. skĕt 19. kĭg 20. căx 21. răct 22. cŭv

Section D: Sight Word Practice

Have students read, spell, read these words with a partner.

do to four love of said they

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 9: Syllable Division vc/cv Pattern

Section A: Coding Practice

Do the following words with your class as follows: You model to the class how to code the
first row of words; the second row they do with a partner; and the third row the students
do alone (‘ I do, we do, you do’).

Row 1: traf’fic tab’let prob’lem vel’vet

Row 2: kit’ten in’sect bas’ket sun’set
Row 3: upset’ until’ muf’fin hic’cup
*For the word “carrot”: The “a” does not really say the short a sound or the
combination ar sound. For the purposes of this lesson, just code the “a” with a
breve. Put a breve over the “o” in command as the schwa sound hasn’t been
introduced.

Section B: Penmanship
Read the following sentence together as a class. Then have students trace over the
letters. On the second line, students write the sentence again, using best penmanship.

4. *The shuttle will ascend into space.

Section C: Short Story Comprehension

Have the students read the following story and answer the questions.
Hidden Twigs

The rabbit has hidden four twigs today. He will hide eight twigs from the
garden tomorrow.

5. Where did the rabbit get his twigs?

The twigs are from the garden.

What did the rabbit hide? The rabbit hid twigs.
6.

How many twigs did the rabbit hide in all?

7. 4 + 8 = 12
*Note: Some words taken from the Reading Street Story, “Exploring Space”.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 10: Assessment

Section A: Ask the students the following questions.

1. Write the five letters that are vowels. (a, e, i, o, u)

*2 pts for writing all 5 vowels

2. How many letters are there in the alphabet? (26) *2 pts

Section B: Say the following words and have students write the letter that
makes the initial or final sound. *2 pts. per answer

3. Write the letter that makes the initial sound in: jet bag hop

4. Write the letter that makes the final sound in: tax hen lip

Section C: When choosing to use ‘c’ or ‘k’ in spelling a word, which three
letters tell you to use the letter ‘k’?

5. (e, i, y) *2pts each letter= 6 total

Section D: Have the students write the following words:

*2pts per word. Partial credit may be given for any correct sounds per teacher’s
discretion.

6. den 7. glad 8. kit 9. lot 10. cup 11. he

Section E

12. What does a breve look like? ˘ *2pts

13. What does a macron look like? - *2pts

Section F: Read and code the following words: *2pts each

14. go 15. drum 16. me 17. spin 18. plant 19. cat

Individually listen to each student read the sight words that have been
introduced and use as a formative assessment. Record this assessment, so
you’ll know which words students know automatically. Use Sight Words
Assessment. *50pts.
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 10: Assessment 1 Answer Key

A 1. a e i o u *2 pts

26
2 *2 pts *4 pts (A)

B 3. _j _b _h
4. _x _n _p *12 pts (B)

C
5. _e _i _y *6 pts (C)

D 6. _den 7. _glad 8. _kit

9. _lot 10. _cup 11. _he *12 pts(D)

E 12. 13. *4 pts (E)

F
14. go’ 15. drum 16. me’
17. spin 18. plant 19. cat *12 pts (F)

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 10: Sight Words Assessment

Directions: Have students read the following words. On the student
scoresheet, mark words read incorrectly with an X. Each sight word is
worth 2 points for a total of 50 points possible.

are the
come they
do to
eight today
four together
from tomorrow
have two
into was
love what
of where
one who
said you
some
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 11: Digraph ck

Rule:AAdigraph
Section A: (Rule) digraphisistwo
twoletters
lettersthat
thatcome
cometogether
togethertotomake
makeone
onesound.
sound.

Rule: A word that ends with a /k/ sound after a short vowel is usually
spelled with the letters ‘ck’.

Read, spell, read the following ‘ck’ words together. Then write them in alphabetical
order, using best penmanship.

Row 1: rock duck shock kick

Row 2: back neck truck peck

1. back 2. duck 3. kick

4. neck 5. peck 6. rock
7. shock 8. truck
Section B: Dictate the following sentence. Encourage students to use
best penmanship, capitals, and punctuation.

9. Where are the fresh chips?

Section C: Have students read the words in the box with a partner.

said four two you have one

snack brick deck this that lock

*Optional: For further practice, you may want to have students code words with
‘ck’ in them. Hand out paper or use whiteboards. Have students write the word
and then code it (with you, partner, or alone).

Send Spelling List Week 3 home with students. You can either have students write
the words once in school or at home.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 12: Digraph th, th

Section A: Read the words in the box together as a class. Then have the girls read row 1, boys
read row 2, girls read row 3, and boys read row 4.

Row 1: this that thank thin

Row 2: than path with the
Row 3: cloth thick bath then
Row 4: moth thrill thump them

Section B: Organize the words above into two groups. Have students write the
words where the ‘th’ makes a voiced sound in one column. Write the words
where the ‘th’ makes the unvoiced sound in another column. Model a few words
as a teacher, then do a few words together as a class, and finally, have partners
work together to finish the list.

th words (voiced): th words (unvoiced):

this thank _thin

that path _with
than cloth _thick
the bath _moth
then thrill _thump
them
*Optional: For further practice, you may want to have students code the words in Section A, or
choose your own words with ‘th’ in them. Hand out paper or use whiteboards. Have students
write the word and then code it (with you, partner, or alone).

Note that “thank” doesn’t follow the rules learned so far (the “a” will need a macron).

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 13: Digraph sh

Section A: Have students read the words in the box to a partner. Keep reading
until you signal them to stop. Then read the words together.

cash shed shrub ship

trash shrimp fish dish
shell brush
Section B: Have students write the word from the box above, that matches the
picture. Use best penmanship.

1. fish 2. ship

3. shell 4. cash
5. dish 6. brush

7. trash 8. shrimp

9. shed 10. shrub

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 13 Continued

Section C: Have students read the following story and answer the questions
using complete sentences and best penmanship.

Fresh Shrimp

I love to get on my ship and fish for fresh shrimp. Who will come
fishing with me today? Can you come? I will meet you at the rock by
the shed.

11. They will meet at

Where will they meet?

the_rock_by the shed .

12. What will they fish for? They will fish for
shrimp.
13. _They are going
When are they going fishing?

fishing today.__
14. _Yes, I do./ No,
Do you like to eat fresh shrimp?

I don’t (answers will vary)

Section D: Have students read the nonsense words below with a partner, then
read them as a class.

chax blick nuth shob thed

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 14: Digraph ch, Part I

Section A: Review with the class the digraph coding learned this week (ck,
th, th, sh, and ch). Read the words together. Code the following words; you
model how to code row 1, do row 2 together, and student does row 3 alone.
Row 1: lĭck thĭn thĕm shŏck ĭnch

Row 2: trăck clŏth thăt shŏt lŭnch

Row 3: dŭck măth thĭs shĕd chĭp

Section B: Have students identify each picture below. Write the

missing letters, using best penmanship, to complete each word. Then
read the word.

chimp cherries cheese

lunch_ church _chair

_chain _chick inch_

Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 15: Sight Word Bingo Game

Teacher Instructions: Write the following words on the whiteboard

OR project them using the document camera for students to copy.
Have students copy words of their choice in random squares.

□have □into □from □love

□together □said □some □the
□they □to □two □was
□what □where □who □you
□are □come □do □eight
□four □one □today □of
□tomorrow
Play the game as many times as you’d like. *Hint: Put your copy in a
sheet protector. As you call the words out, mark them off. Erase to
play another game.

You may want to assess students again who had trouble with these
sight words from Lesson 10 Assessment.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 16: Digraph ch (/ch/,/k/, /sh/)

Section A: Read the following words one at a time; (think, pair, share)

Think (give students a few seconds to read word to self)

Pair (turn to partner and read word to each other)

Share (at the teacher’s signal, all students say the word out loud)

1. chĕf 2. ān’ chor 3. chăps * 4. Chrĭs 5.lŭnch 6.chĕst

5 5
After reading each word, discuss what sound the ‘ch’ made.
*Suffix –s is boxed.
Section B:
Have students match the picture using the words from Section A. Then write the
word using best penmanship on the line.

7 8 9

chef anchor chaps

10 11 12

chest _ Chris_ lunch

Section C: Penmanship Practice

Have students use the word provided and write a sentence. Encourage students to
use best penmanship, punctuation, and capitals.

13. anchor 14. chef

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 17: The Voiced s (s)

Section A: Rule: If the letter before the ‘s’ is voiced, the ‘s’ will make the
/z/ sound.

Read the words together. Then read the words one at a time and discuss
whether it’s a ‘voiced’ or ‘unvoiced’ (s) sound. If it’s a ‘voiced’ (s) sound, have
students code the (s) with a voice line.

Row 1: backs pots has his trips

Row 2: picks was checks lips cans
Row 3: runs cats rose is trucks

B Section B: Have students write the words, from above, in the

correct column below. Encourage best penmanship.

S (voiced) S (unvoiced)

has backs
his pots
was trips
runs picks
rose checks
is lips
cans cats
trucks
Optional: If you’d like to have students do more coding, you can have them code
the words in Section A. Realize they haven’t learned how to code suffix –s or ‘o
consonant e’.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 18: Combination er

Section A: Help students code the first word, and then have them code the other
words with a partner or independently.

term fern perch her ŭn’der bŭt’ter

Section B: Have students read the sight words below. Boys read Row 1, girls read
Row 2, and everyone reads row 3.

Row 1: four eight together you come

Row 2: where some tomorrow have love
Row 3: today into who said they

Section C: Have the student read the sentence. Trace the letters in the
sentence first. Then have students copy the sentence again, using best
penmanship.

They had a perfect camping

trip last summer.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 18 Continued

Section C: Have students read the following story and answer the questions.
Encourage students to use best penmanship, correct punctuation, and capitals.

Under the Summer Stars

They will go camping tomorrow, as there was thunder today. They will
pack a lantern, a slumber bag, and some crackers. Tomorrow will be a
better day to sleep under the stars.

1. When will they go camping? They will go camping

tomorrow. _
2. Where will they sleep? They will sleep under the
stars.
3. Why will they go camping tomorrow, instead of today?

There was thunder today.

(answers will vary)
4. What could you pack for a camping trip?

*Optional –You may want to have the students code any words from the sentence
and the story that have the combination er in them.

*Some words used were taken from Reading Street, “Henry and Mudge and the
Starry Night”.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 19: Combination ir

Section A: Have students read, spell, read the following words

together.

Then code the words as follows: You code Row 1 words, students code
Row 2 words with partner, and student codes Row 3 words alone.

Row 1: verb ten’der skirt first

Row 2: lan’tern herd birth chirp

Row 3: stern clerk third shirt

Section B: Have students fill in the missing letters. Choose er or ir.

4 5 6

skirt soccer hammer

7 8 9

bird girl_ fern_

Section C: Have students use the word provided and write a
sentence. Remind them to use best penmanship, capitals, and correct
punctuation.

10. herd 11. dirt

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 20: Assessment (Teacher Instructions)

Section A: Sounds

Say the following sounds and have students write the letter(s) that make(s) that sound.
(Words in parenthesis are for teacher reference only.)

1. ō (as in no) 2. ch (as in chip) 3. ă (apple) 4. ē (eat)

5. th (them) 6. ŏ (hot) 7. ŭ (under) 8. ū (use)

9. ĕ (elf) 10. sh (shed) 11. ā (tape) 12. ī (ice)

13. th (as in thin) 14. ĭ (pig)

Section B: Choose ‘c’ or ‘k’

Say the following words to the students. Have them echo the word. Then
students decide to fill in the blanks, using ‘c’ or ‘k.

15. kiss 16. kept 17. clap

18. kid 19. cost 20. crust

Section C: Coding

Have students code the following words.

21. rush 22. math 23. check 24. this 25. go

Section D: Sight Word Assessment (Summative)

Listen to students read the 25 sight words, using the Sight Word Assessment
(same words tested as in Lesson 10, but in a different order). Lesson 10 was a
formative assessment. Use your discretion as to which students still need to show
they have mastered reading the sight words automatically. Put teacher copy of
words in a sheet protector and have students read from that copy, while you mark
the student copy with boxes.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 20: Sight Words Assessment (teacher copy)

Have students read each sight word below. Mark words read
incorrectly with an x on the student sheet. Each sight word is
worth 2 points for a total of 50 points possible.

four the
they two
do to
eight today
together are
from tomorrow
you into
come some
love of
what where
one have
said was
who

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 20: Assessment 2- Answer Key

Sounds (2 pts each= 28 points total)
A

1. o_ 2. ch_ a_ _e_ 3. 4.

5. th_ 6. o_ u_ _u 7. 8.

9. e_ 10. sh_ a_ _i 11. 12.

13. th_ 14. i_

B Choose ‘c’ or ‘k’ (2 points each=12 points total)

15. kiss 16. kept clap

17.

18. kid 19. cost 20. crust

C Coding (2 points each=10 points total)

21. rŭsh 22. măth 23. chĕck 24. thĭs 25. gō’

D Sight Words (tested on a separate page)

(2 points each=50 points total)

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 21: Combination ur

Section A: Alphabetical Order

Do the following together. “Read, spell, read” the words. Put the words in alphabetical order using best
penmanship. Optional: Code the words.

turn burn hurt church fur spurt murmur

1. _burn__ 5. _murmur_
2. _church_ 6. _spurt _
3. _fur__ 7. _turn__
4. _hurt__
Section B: k, c ck

Rule: ‘c’ is usually found before a, o, u, or any other consonant.

Rule: ‘k’ is usually found before e, i, or y.

Rule ‘ck’: A word that ends with a /k/ sound after a short vowel is
usually spelled with the letters ‘ck’.

Review the rules above with the students. Fill in the missing blanks with ck,
k, or c: You do Row 1, partners do Row 2, and students do Row 3 alone.

Row 1: black_ cost cart

Row 2: kept pluck_ kitchen
Row 3: crush kind clock
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 21 Continued

Section C: Sight Word Practice

Have students practice the sight words below with a partner. Students take turns reading, spelling,
and reading word again. Have students mark the boxes with a check when the student completes
each word.

Read, Spell, Read Read, Spell, Read

some who
said one
together was
what are
eight love
of four
two today

*Send Spelling List Week 5 home with students. Students can practice writing the words at
school or at home.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 22: Combination qu

Section A: Read the following qu words together. Review the coding instructions
and have the students code the following qu words:

1. quest 2. quiz 3. squid 4. quick 5. squint 6. quack

Section B: Reviewing Blends

First read the words in the table together. Do #7 and #8 together matching the
picture and word with the riddle. Have the students write the words on the line
using best penmanship. Student will complete the remaining ones alone.

sled clam star

grass glass swim

clam
7. This is an ocean animal. What word is it?

star
8. You can see this in the sky. What word is it?

glass
9. You can drink from this. What word is it?

10. You can mow this. What word is it? _ grass

sled
11. You can play in the snow with this. What word is it?

swim
12. You can do this in a pool. What word is it?

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 22 Continued

Section C: Challenge: Can you read and code the nonsense words below?

blŏst grĭb slĭt grăp quĭst plurt

Section D: Sentences

Have students write complete sentences, using the word that's

provided.

13. quest 14. quit 15. quiz

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 23: Combination ar (/ar/ sound)

Section A: Have students complete each sentence with a combination ‘ar’ word, using best
penmanship. Do the first sentence together.

1. _scar _arm__.
The pirate has a on his
starch tar scar arm hard market

2. _cart_
Mark will get a
far cart smart
tomorrow.

3. _yard__
Barb will work in the
yard arm spark
today.

4. _sharp_ .
The black forks are
march bar sharp

5. One _shark _
dark shark barn
has eight sharp teeth.

Section B: Sight Word Practice

Have students read the words in the box. Then write the missing letter(s) in the
blank(s).

into love one said today where two they

6. where 9. int o 12. t w o

7. l o ve 10. on e 13. s ai d

8. t o d ay 11. th ey

Suggestion: Have students take favorite sentence from Section A and illustrate it on the
back of worksheet.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 24: Combination ar (/er/ sound)

Section A: Sound Review (quick assessment)

Dictate each word, use it in a sentence, and say the word again. Students will write the word that
is dictated. Students will write one letter in each box. This can assess whether students know the
sound(s) that have been taught in previous lessons.

1. quick (Angela was quick to write the word her teacher read.)

2. cloth (She used a cloth to clean up the spilled milk.)

3. sharp (The scissors were sharp.)

4. under (He went under his desk during the earthquake drill.)

5. chirp (The bird liked to chirp every morning.)

6. burn (The paper will burn quickly in the campfire.)

7. this (I know this is your favorite worksheet.)

Section B: Have students read, spell, read the following words together. Then code the
words as follows: You code Row 1 words, students code Row 2 words with partner, and
student codes Row 3 words alone.

Row 1: pĭl’ lar cŏl’ lar tar’ tar

Row 2: bŭz’ zard mŭs’ tard blĭz’ zard

Row 3: dŏl’ lar chĕd’ dar bĕg’ gar

Section C: Have students read the words in the box either alone or with a partner.

*harsh nectar sharp lizard large hard

*These words are from the Reading Street story, “A Walk in the Desert”. Both ‘ar’ sounds
are represented above: /ar/ and /er/.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 25: Review

Section A: Initial, Medial, and Final Sounds

Do this activity together. Say the name of each picture, then instruct the
students to circle whether the target sound is in the initial, medial, or final
position (the target sound is indicated above each picture: fish, bench, shell, moth,
bed, bat).

ĭ ch sh th ĕ ă

ĭ ĭ ĭ ch ch ch sh sh sh th th th ĕ ĕ ĕ ă ă ă
Section B: Word Search

Project your copy and do a few of these words together. Then have students
complete the rest (either with a partner or alone).

t t n l m e c s n r
bird burn
c u u d d g p a u t
cart clerk
r z l r a x f m r g
c l e r k r r i k t
dark first
z h h d t u k c s i herd hurt
j w j s m s a y h h shark skirt
z b r s q u i d a u squid quack
a i u c q h b k r r murmur
f b i r d n p i k t
v u e g n d g z k g

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 26: Combination or (Part 1)

Section A

Read the words in the box together and discuss the meaning of any word unfamiliar
to students. Fill in the blanks with a word from the box, using best penmanship.

hornet horse corner torment porch

The Horrid Hornet

_hornet
This is a short story about a horrid hornet. The

made a nest in the _corner _porch_ of my . If the

hornet gets near my _horse_ _torment , it will him.

Section B: Combination Review

Have students read each word in the box. Look at the combination and write each
word in the correct box. Do a few together, then have students complete the
remaining words.

chart marsh ar ir
blurt swirl chart swirl
marsh twirl
stern her
park thirst
park butter harp firm
perfect burst

curl twirl er ur
thirst harp stern blurt
her curl
turn firm
perfect burst
butter turn
*Send Spelling List Week 6 home with students. Students can write the words at school or home.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 27: Combination or (Part 2)

Section A: Word Reading

Read the words in the box together as a class. Then have the girls read row 1, boys read
row 2, girls read row 3, and boys read row 4.

Row 1: thorn word north

Row 2: world porch hornet

Row 3: worm doctor actor

Row 4: harbor work worth

Section B: Penmanship Practice

Dictate the following sentences. Have students write using best penmanship.

5. When will you whisper?

6. They have four worms.

Section C: Nonsense Words

Have students use the “Think, pair, share” strategy to read the following words.

quĭd starf forp worb char’ zor

Section D: Coding

Have students code the nonsense words in the box on Section C

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 28: Combination wh

Section A

Have students read the words in the box; you read the words as the students
follow, then have students read with partners, and finally students read the words
alone (‘I do, we do, you do’).

Row 1: whale whisper whip whisk

Row 2: whirl whack when whim

Row 3: which whiff whistle whiz

Section B: Rhyme Time

Model words that rhyme for the class, if needed (use other words not listed
above). Read the word in the first column that describes the ‘wh’ word. Then read
the second column to find the rhyming word in the box above. Have students write
the answer in the third column, using best penmanship. Do the first one together.

train sound rhymes with missile 4. whistle

ocean animal rhymes with tail 5. whale
to chop rhymes with track 6. whack
a little smell rhymes with stiff 7. whiff
cowboy tool rhymes with ship 8. whip

Section C: Coding (optional)

Have students code the words in Section A. Note: whistle and whale have rules
that haven’t been taught yet. Code the a in what even though it doesn’t say ă. You
could code these together as a class or skip these three.

whāle whĭs’ per whĭp whĭsk

whirl whăck whĕn whăt

whĭch whĭff whĭs’[tle whĭz

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 29: Contractions

Section A: Read the words in column 1 together. Find the match in column 2 and draw a line to it.
Do the first two as a class, the next two with a partner, and the last two alone.

Column 1 Column 2

1. can’t she will

2. who’s they are

3. they’re can not

4. haven’t I am

5. she’ll who is

6. I’m have not

Section B: Have the students read the sentences. Find the contraction that has the same meaning
as the two words that are underlined. Circle the correct answer.

1. She would like to be a doctor. shed she’ll she’d

2. We will sit on the north porch. we’ll we’d will

3. Let us go into the hot desert. lett’s let’s lot’s

4. We are running from a black hornet. were we’re we’s

5. Do not eat the thick worm! don’t didn’t do’nt

6. They have fed eight chicks. thay’ve theyv’e they’ve

Section C: Sight Word Practice

Have students practice the sight words below with a partner. Students take turns reading, spelling,
and reading word again. Have partners mark the boxes with a check when the student completes
each word.

Read, Spell, Read Read, Spell, Read

from they
tomorrow come
you where
into have

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 30: Assessment 3

Section A: k,c ck

Rule: ‘c’ is usually found before a, o, u, or any other consonant.

Rule: ‘k’ is usually found before e, i, or y.

Rule ‘ck’: A word that ends with a /k/ sound after a short vowel is
usually spelled with the letters ‘ck’.
*

Say the word. Have students choose whether to use ‘c’, ‘k’, or ‘ck’ to complete each word.
Write the letters on the line. *5 points each

1. trick 6. clamp
2. cop 7. kiss
3. black 8. kept
4. sky 9. scar
5. stuck 10. skit
Section B: Sounds and Sight Words
Say each word, use it in a sentence, and then repeat the word. Have the students write the word,
using best penmanship. This will assess whether students know what letter(s) make the sounds that
have been learned. (A sentence is provided for you if needed).
*5 points per word. Partial credit may be given for any correct sounds at teacher’s
discretion.
11. barber (The barber cut my hair too short). 16. third (He came in third place.)
12. quick (The rabbit was quick.) 17. sharp (The knife was sharp.)
13. curl (I had to curl my hair for picture day.) 18. quest (The king went on a quest.)
14. stir (We need to stir the punch.) 19. they (I think they are cool.)
15. church (The church was made of brick.) 20. said (The teacher said, “You’re smart!”)

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 30: Assessment 3 (Answer Key)

A k, c ck 50 pts.

1. trick 6. clamp
2. cop 7. kiss
3. black_ 8. kept
4. sky 9. scar
5. stuck 10. skit
B 50 pts.

Write the word your teacher dictates, using BEST penmanship.

11. barber 16. third

12. quick_ 17. sharp_
13. curl _ 18. quest
14. stir _ 19. they_
15. church 20. said _
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 31: Sight Words, Part 1

Section A: Rule: If the letter before the ‘s’ is voiced, the ‘s’ will make the /z/ sound.

Review the rule above. Read each sentence. Find the word(s) in the sentence that have the voiced
or unvoiced /s/ in the final position. Circle and code those word(s). Do the first two together, the
next two with a partner, and the student does the last two alone. Words underlined are the
answers to Section C.

1. There ĭs dirt on your silver slipper.

2. Your kind dad farms corn.

3. Could they park hĭs car in their yard?

4. Hĭs quick colt rŭns in the grăss.

5. Their wild dog barks.

6. She twirls the soccer ball.

Section B: Sight Word Practice

Read, spell, read the words in the box together as a class or with a partner.

could don’t should something their

there were won’t would your

Section C: Have students underline the new sight words (from the box above) in
the sentences on Section A with a crayon. Then have students choose some words
from the box to write in sentences. Encourage students to use correct
punctuation, capitalization, and best penmanship.

*Send the Spelling List for Week Seven home with students. It is your choice to have
students write the spelling words once at home or in class. A homework tip is provided
for parents.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 32: “Wild Colt” Words

Section A: Rhyme Time (Word Families)

Choose one of the following lists to do together as a class. Read the list of words.
Then think of two more words that fit the word family pattern. Write the words
on the lines using best penmanship. Have students complete the remaining lists
alone.

-old words -ind words -olt words

gold blind volt

bold grind jolt

mold bind molt

sold find colt

told mind bolt

1-6: Words will vary

Section B:

Have students read the words. Then students can write sentences, using their
best penmanship. Do as many as time allows. Ask students what sentences begin
and end with. As students are writing, you can monitor and assess.

bark colt child wild told

farm find were don’t should

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 33: Suffixes –ed, -ing, -less, -s

Section A: Suffix –ed words

Review the three sounds that –ed makes (‘t’, ‘d’, ‘ed’). Choose a method to read the
following words as a class (odd/even student number, boy/girl, etc.). Next have students
underline the word in the color as indicated:

blue: words where –ed makes the ‘d’ sound

red: words where –ed makes the ‘t’ sound

green: words where –ed makes the ‘ed’ sound

farmed helped rested parked jumped

rolled hunted milked smelled started

Go over the answers when students are finished.

Section B: Coding

Have students code the following words.

1. hĕlp’ ing 6. worm s

2. rĕst’ less 7. pĭck’ ing

3. chĭpp ’ ing 8. shĭp s

4. chīld’ less 9. farm s

5. harm’ less 10. căt s

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 34: Floss Rule

Rule: If a one-syllable root word has a short vowel sound, and is

followed by the sound /f/, /l/, or /s/, it’s usually spelled ff, ll, or ss.

Section A: Alphabetical Order

Have students read the words below on your signal (e.g. snap, clap, thumbs up, etc.).
Alphabetize the words one row at a time: do the first row together, do the second
row with a partner, and then have the students do the third row alone. Students
should write the words on the lines using best penmanship.

Row 1: fill class kiss

Row 2: gruff off hill

Row 3: dress press cliff

4: class _fill__ _kiss

5: gruff _hill__ _off_
6: cliff _dress _press
Section B: Nonsense Words

Have students practice the nonsense words below. (Think-Pair-Share)

zīld sōlt nōld chăss shĭff thĭll vōlding

Phonics Grade 2 CCSD 2014

 Lesson 34 Continued
~Teacher Instructions~
Section C: Have students read the story and answer the questions. Encourage
your students to write answers in complete sentences and use their best
penmanship.

A Whiff of a Skunk!

One day the gruff farmer went hunting with his four barking dogs. They
smelled a skunk. It was wild and started to fluff his tail. They smelled
something bad. The farmer yelled, “Let’s go!”

_He smelled a
7. What did the farmer smell?

skunk. __
_He yelled,
8. What did the farmer yell?

“Let’s go!” __
_He has
9. How many dogs did the farmer have?

four dogs.
10. Where do you think the farmer went after they smelled the skunk?

answers will vary

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 35: Review

Section A: Dictation (Review Sounds)

Say the following words to the students. Have them write the missing letters
on the lines using best penmanship.

1. doctor 8. chest
2. whip 9. hornet
3. quiz 10. lunch_
4. orbit 11. card
5. garden 12. whisk
6. when 13. rash_
7. corner 14. tractor

Section B “Climb and Slide”

Have the students play “Climb and Slide”. This is a game where two or more people can play.

Items Needed: One die, different colored markers for each player, and one game page. (If
you have a die that has only 1’s, 2’s, and 3’s on it, that would allow the students to play for
a longer time.)

Directions: Roll a die. Move your marker that many spaces. Read the word. If you’re
correct, you can stay there. If you’re not correct, go back to the place you were on. If you
land on a ladder, then climb up. If you land on a slide, go down the slide. The first one to
reach the ‘End’ is the winner! Play the game again!

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

CLIMB AND SLIDE Lesson 35 Continued

28 27 26 25

torch didn’t mess mind

End
20 21 22 23 24
actor
don’t gold bluff
something
19 18 17 won’t 16 15
press
harmless whiz mirror

10 11 12 13 14
dented
sending whisper storm work

9 8 7 6 5
skill
hold wild could let’s

1 2 3 4

Start born whisk she’ll tractor

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Saxon Lesson 36: The Rule v-e

Rule:A:
Section An ‘e’ on the end of a word is usually silent and makes the vowel long. The ‘e’
can only be one sound away from the vowel; if it is more than one sound away, this
rule won’t work.

Section A: Have students read the following words; read together as a class on your signal
(snap, clap, etc.). Read the words a second time; girls read one column, boys read the next
column, etc. Optional: Read the lists a third time, if needed.

ā-e ē-e ī-e ō-e ū-e

late these strike spoke flute

same concrete fire hole tube
whale Pete shine drove cute
theme hive joke
shame use
Section B: Word Search

Have students complete the word search using the words above with a partner. Students
can check off the words as they find them. This is an optional activity.

S H I N E S X N H B T H E M E W M B P K
Q A W H A L E U E F I U S E Q U P E E E
B T C F S X T H O L E P K E I A C K T N
T T O O I J K F W V D I V B E A Q U E G
L U H I N R K Q I N R O S R D F L A T E
N Q B E S C E H W T R S S B Q F L S Q U
M D G E S S R S S D C P R L N W A H K P
J Y E D X E A E F A W O G I A G W A J T
M S U G P W B M T W G K P J O K E M K H
Z E N N J C U T E E R E S O J O F E O U

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 36 Continued

*Some of the words in Section A are from the Reading Street story, “The Strongest
One”.

Optional: You can have students code words from Section A.

*Send the Spelling List for Week 8 home with students. It is your choice to have
students write the spelling words once at home or in class. A homework tip is provided
for parents.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 37: Digraph oo

Rule: There are two sounds for the digraph oo:

oo as in moon and oo as in good.

Section A

Follow the directions below to change the word ‘took’ into ‘food’. Do the first three together, the
next three with a partner, and the last two alone. Say the new word after they are written in best
penmanship.

1. Begin with took. _took____

2. Change t to b. _book____
3. Change k to t. _boot____
4. Change b to h. hoot___
5. Change t to k. _hook____
6. Change k to d. _hood____
7. Change h to g. _good____
8. Change g to f. _food____

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 37 Continued

Section B: Sentence Completion

Have students read the following words and finish the sentences, using best penmanship.

oo as in moon oo as in good

roof hook
broom shook
scoop stood
groom foot
cool brook
zoo wood

9. The witch rode her _broom in the sky by the moon.

10. The bride and _groom__ are late.

_hook__
11. Put the dress and shirt on the in the hall.

_brook___
12. Ride the rubber tube in the cool .

Have students choose one of the sentences from above to illustrate.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 38: Digraph ēe

Section A

Have the students read the story below. Using a crayon, circle the ‘ee’ words. See
if they can find all 28 of them!

The Sweet Jeep

The three sheep went for a ride in a sweet jeep. One was at the wheel and two
were in a deep sleep. A deer was fleeing from the queen bee and didn’t see the
jeep. Beep, beep went the horn! It was hard to keep the jeep from veering over
the steep cliff. One sheep turned the wheel and crashed into a green pine tree!
This woke the two sleeping sheep and they began to weep. It was just a dream!

Section B: Rhyme Time

Have students read the word that’s given and write three real words that rhyme with it.
Students need to write words with ‘ee’ in them.

1. creep (Words will vary, but may include: deep, sleep, sheep, jeep, beep, keep, etc.)
2. deed (Words will vary, but may include: weed, seed, need, bleed, feed, greed, etc.)
3. tree (Words will vary, but may include: fee, see, flee, bee, knee, free, etc.)

Section C: Alphabetical Order

Have students alphabetize the following words alone. This can be used as an assessment to
see if students can do this without help.

your fire there pool concrete

4. _concrete _fire _pool 6. 8.

5. _there _your 7.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 39: Spelling with ck and k

.
Rule ‘k’: A word that ends with a /k/ sound after a vowel digraph or a
consonant is usually spelled with ‘k’.
Rule ‘ck’: A word that ends with a /k/sound after a short vowel is usually
spelled with letters ‘ck’.

Section A:

Have students complete the word using ‘ck’ or ‘k’ according to the rules.

1. nĕck 3. hook 5. crook 7. trŭck

2. dark 4. slĭck 6. quăck 8. hŏnk

Section B: Dictation

Say the following words, one at a time. Use the word in a sentence, and say the
word again. Have students write the word in best penmanship.

9. _bark 13. _clock__

10. _milk 14. _fork__
11. _shack 15. _lick__
12. _duck 16. _brook

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 39 continued

Section C: Contraction Review

Have students make the contraction word. An example for each is given. Use the
example to help. Do an example on the whiteboard, using a different one than one
given below.

18. we will = we’ll she will =___she’ll__

19. they are = they’re you are = ___you’re__

20. I would = I’d he would = ___he’d___

21. had not = hadn't was not = ___wasn’t__

22. I have = I've they have =__they’ve__

23. she is = she's it is = __it’s___

24. you will = you'll I will = __I’ll____

25. they would = they'd she would = _she’d___

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 40: Assessment

Listen to individual students read the following sounds/sight words to assess

whether they know them. Use Isolated Sound/Sight Word Assessment to record.
On the student score sheet, mark sounds or words read incorrectly with an X.
Each answer is worth 4 points. There are 100 points possible on this assessment.

Section A: Isolated Sounds

1. ir 8. wh

2. ch (as in chop) 9. or (as in corn)

(Some students may know all three sounds.) (Some students may know both sounds.)

3. er 10. s (as in “has”)

4. sh 11. s

5. ck 12. th (as in feather)

6. ar 13. th (as in thimble)

7. qu 14. ur

Section B: Sight Word Assessment (Formative)

15. could 21. should

16. your 22. would

17. something 23. there

18. won’t 24. were

19. their 25. don’t

20. where
Phonics Grade 2 CCSD 2014
 ~Teacher Instructions~

Lesson 41: Sight Words, Part 2

Section A: Review Digraph oo

Have the students read the sentences below. Circle the two words in each
sentence that have digraph ‘oo’. Write the word that has the ‘oo’ sound like moon,
in the column underneath ‘moon’. Write the word that has the ‘oo’ sound like book,
in the column underneath ‘book’. Do the first one together.

1. Jane stood on the green

broom.
moon book

2. I’ll use a gold spoon when I

broom stood
cook corn.
spoon cook
3. The slender bride will look
at the groom.
groom look
boot foot
4. Mike put his foot in his old
boot.
cool brook

5. They sat next to the cool brook.

Section B: Sight Word Practice: Have students read the sight words in the box;
you read the words as they follow, read the words together as a class, and
students read words with partner (‘I do, we do, you do’). Then have students write
in the missing letters, using the words in the box as a guide.
been bush does full goes
pull put says want push

6. push 10. pull 14. been

7. does 11. bush 15. want
8. goes 12. says
9. f ull 13. p ut
*Send the Spelling List for Week 9 home with students. It is your choice to have
students write the spelling words once at home or in class. A homework tip is provided
for parents.
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 42: Final, Stable Syllable –[ble

Section A: Read and Code

Read the words in the box below; boys read Row 1, girls read Row 2, boys read Row
3, and girls read Row 4. Then code the words; Row 1 together, Row 2 with a
partner, and the rest code as individuals. You may need to explain what some
words mean.

Row 1: tŭm’[ble scrĭb’ [ble cā’ [ble drĭb’ [ble

Row 2: mar’ [ble fā’ [ble stŭb’ [ble fēe ’ [ble

Row 3: thĭm’ [ble grŭm’ [ble gŏb’ [ble stā’ [ble

Row 4: bŭm’ [ble pĕb’ [ble tā’ [ble hŭm’ [ble

Section B: Suffix Review (-ing, -ed, -s)

Have students read the following story. Then find the words in the
story with these suffixes. Box the suffix and write the word in
the correct columns below.
Drake and Rose

Drake and Rose were two farmers. Drake worked hard

planting corn seeds in June. When the plants were
formed, he pulled the bad, mustard weeds. Rose
chopped wood keeping her hands on the ax handle. She
stacked the wood and made a fire to cook dinner.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 42 Continued

Suffix –s Suffix –ing Suffix –ed

farmers planting worked

seeds keeping formed
plants pulled
weeds chopped
hands stacked
Note: ‘Farmers’ has two suffixes, but suffix –er hasn’t been introduced. Some of
these words are from the Reading Street story, Abraham Lincoln.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 43: Final, Stable Syllables

Section A

Have students read the words in the box: You read the word as the student
follows along with his/her finger. Then the student echo reads the word back.
Explain any word your students don’t know the meaning of.

marble dribble ruffle dimple

trample kettle startle tackle

dazzle sniffle apple hassle

puzzle tumble paddle saddle

uncle bugle candle juggle

Section B: Picture Match

Choose a word from the box above that matches the picture. Write the word on
the line using best penmanship.

candle kettle puzzle

_apple marble _bugle

saddle paddle _juggle

Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 44: Compound Words

Section A:

Have students read the word. Write the two words that make up the compound
word, using best penmanship.

1. beehive _bee_ _hive__

2. cupcake _cup_ _cake__
3. footprint _foot _print_
4. someone _some _one _
5. firewood _fire _wood_
6. everyone _every _one__
7. rattlesnake _rattle _snake_
8. toothbrush _tooth _brush_

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 44 Continued

Section B: Compound Challenge

Have the students combine two words in each sentence to make a compound word
that answers the riddle. Write the new word, using best penmanship.

9. A room for lunch. _lunchroom

10. A pole for a flag. _flagpole
11. A fire at camp. _campfire_
12. A print made by a foot. _footprint
Section C: Wild Colt Word Review

Have students read the words in the box with a partner. Find and circle the words
in the word search. This is an optional activity.

mind sold post find child

colt fold wild roll wind

e x q u v b u p m d u a r n k
e k g f o a u j l c j l i d x
c g z y i u f o l d l x o x m
o x e w y n s q l l i v w b y
l u z o n p d i c b d f f p s
t r x h z v h t b t g g w w w
m m i n d c g q v e k t n p i
x w q l i x p w i l d o l o n
m l i c u t n w i v u i l s d
m o r o l l s y e z b s c t x
Phonics Grade 2 CCSD 2014
~Teacher Instructions~
Lesson 45: Review Sight Words

Section A:

Read the words in the box; you read as the students follow, read the words as a
class, and students read words with a partner (‘I do, we do, you do’). Then have
students write the words in alphabetical order together, using best penmanship.

been push should were your

goes their does could full

1. _been__ _
2. _could___
3. _does___
4. _full___
5. _goes___
6. _push___
7. _should_ _
8. _their__
9. _were__
10. your __
Phonics Grade 2 CCSD 2014
~Teacher Instructions~ Lesson 45 continued

Section B: Busy Bee Game (Sight Word Review)

Items Needed: Die (numbered 1, 2, 3), One marker per player, 1 game page

Directions: Help the bee get to the hive by reading the words through the
flowers.

Decide who starts. Roll die and move marker that many spaces. Read the word on the
flower. If the word is read correctly, stay on that flower. If the word is not read
correctly, go back to the flower you were on. The first person to the hive is the winner.
Play the game again with your partner when you finish.

don’t bush
put says
START

push

been want
does
something
won’t

would

were
your
could

pull
should
there

goes
full
their

Phonics Grade 2 CCSD 2014

END
~Teacher Instructions~

Lesson 46: Spelling with ‘ke’ and ‘ve’

Section A: Final ‘k’ sound; (ck, k, or ke)

Rule ‘ck’: A word that ends with a /k/sound after a short vowel is
usually spelled with letters ‘ck’.
Rule ‘k’: A word that ends with a /k/ sound after a vowel digraph or
a consonant is usually spelled with ‘k’.
Rule ‘ke’: A word that ends with a /k/sound after a long vowel is
usually spelled with letters ‘ke’.

Have students complete the word using ‘ck’, ‘k’, or ‘ke’ according to the rules.
Suggestion: Do some together, some with a partner, and some alone.

1. mĭlk 4. clŏck 7. rāke

2. bīke 5. jōke 8. trĭck

3. pork 6. brĭck 9. smōke

Section B: Final ‘v’ sound; (v or ve)

Rule ‘ve’: A word that ends with a /v/sound is usually spelled with
the letters ‘ve’.
Rule ‘v’: A word that has a /v/sound in any other position is
usually spelled with ‘v’.

Have students complete the word using ‘v’ or ‘ve’ according to the rules.
Suggestion: Do some together, some with a partner, and some alone.
10. hive 13. invite 16. dro ve

11. mo ve 14. fi ve 17. vine

12. verb 15. vet 18. harvest

*Send Spelling List Week 10 home with students. You can either have students
write the words once in school or at home.
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 47: Vowel y ‘ /ī/

Section A

Have students read the words below; read Row 1 together as a class, Row 2 with a
partner, and student reads Row 3 alone.

Row 1: yolk forty try ’ says

Row 2: cry ’ your today shy ’

Row 3: they fly ’ yarn silly

Section B

Have students circle and code the words from above where the ‘y’ says the /ī/
sound. Then write a sentence for each word that was circled, using correct
punctuation, capitalization, and best penmanship.

4. (cry) sentences will vary

5. (try) sentences will vary

6. (fly) sentences will vary

7. (shy) sentences will vary

Section C: Review

Have students read and code the words in the box.

bīke frēe ūse sh ēep jōke

thēse quēen ch ēek f ī ve cāke

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 48: Vowel y /ē/

Section A: Dictation

Dictate the following words. These words have sounds that have been introduced
previously and will be tested in lesson 50. Review if necessary.

1. deep 6. folded

2. gloom 7. helped

3. shook 8. hatless

4. mule 9. picking

5. bone 10. cubs

Section B: Vowel y

Have the students say the name of the picture. Circle the words in the boxes
where the y has the same sound as the y in the picture. Do a few together.

fly
sky candy yes cry says

dry penny forty happy your

puppy
you my shy belly yet

by silly fifty yam party

Section C: Challenge Nonsense Words

Have students read these nonsense words using the Vowel Y Rules; either “think,
pair, share”, partner read, or read to an adult if possible.

crumfy bly marzy thirby thry zimby

Optional: Students can code words from Section B, either on this worksheet or
using a whiteboard.
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 49: Spelling the /ē/ Sound

Section A: Have students read the following words together as a class.

Row 1: erupt feed bee candy even

Row 2: effect steep forty belly emit

Row 3: silly eraser fifty green sheep

Section B: Have students write the words from above, in the correct column
below. Encourage best penmanship.

ee ē y

feed erupt candy

bee even forty
steep effect belly
green emit silly
sheep eraser fifty
Section C: Have students unscramble the sentence below and write it correctly on
the line provided.

joke Mandy a says silly.

_Mandy says a silly joke.
Phonics Grade 2 CCSD 2014
 ~Teacher Instructions~

Lesson 50: Assessment 5 Instructions

Section A: Suffix –ing, -ed, -less, -s (12 points)

Have students read the words below. Box the suffix on each word.

1. childless 4. crushed 7. trucks 10. hooked

2. molded 5. worms 8. swooping 11. needed

3. bloomed 6. sleepless 9. shifted 12. mashing

Section B (24 points)

Listen to the student read the words above individually, at a later time. If the
word is read incorrectly, mark the box on the student’s paper with an X. Each
word is worth 2 points.

Section C (24 points)

Dictate the following words; say the word, use it in a sentence, and then repeat the
word. Students will write in the missing letters for the word given. This will assess
whether students know what letters make the sounds that have been learned.
Student gets one point for each correct letter (2 points possible per word).

13. hood 17. slide 21. tweet

14. these 18. plane 22. tooth

15. feel 19. quake 23. drive

16. keep 20. room 24. broke

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 50: Assessment 5 continued

Section D: Sight Word Assessment (40 points)

Lesson 40 was a formative assessment. Use your discretion as to which students

still need to show they have mastered reading the sight words automatically from
Lesson 40 (don’t, should, something, there, their, were, won’t, would, your, could).

Listen to each student read the sight words individually, using the Sight Word
Assessment paper. On the student sheet, mark an ‘x’ in the box next to any words
missed.

been don’t
want should
does something
full there
goes their
pull were
push won’t
put would
says your
bush could

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 50: Assessment 5- Answer Key

A Suffix –ing, -ed, -less, -s (12 points)

1. childless 4. liked 7. trucks 10. hooked

2. molded 5. worms 8. swooping 11. dozed

3. bloomed 6. sleepless 9. shaded 12. mashing

B Read the words to your teacher from Section A. (24 points: 2 points per word)
(Words will be marked with an x on the student sheet if read incorrectly)

□childless □liked □trucks □hooked

□molded □worms □swooping □dozed
□bloomed □sleepless □shaded □mashing
C Your teacher will say a word. Write in the missing letters.

(24 points: 1 point for each missing letter)

13. h o o d 17. sl id e 21. tw e e t

14. th e s e 18. pl a n e 22. t o o th

15. f e e l 19. qu a k e 23. dr i v e

16. k e e p 20. r o o m 24. br o k e

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 51: Digraph ng

Section A: Read the words below; you read the words as the students track with
their finger, then have students read with partners, and finally students read the
words alone (‘I do, we do, you do’).

Row 1: rung bang cling mustang

Row 2: king prong spring long
Row 3: dong hung darling strong
Row 4: sprang bring clung rang
Section B: Have students read the words in the table. Do #5 together. Match
the picture and word with the riddle. Students should write the words on the lines
using best penmanship.

fang sling stung

wing song
wrong
5. You wear this when you break your arm. What word is it? sling
6. A bird can fly with one on each side of its body. What is it?wing
7. I am a sharp, pointed tooth. What am I? fang
8. A wasp ______ me yesterday. stung
9. The opposite of right. What word is it? wrong
10. You learn this in music. What is it? song
*Send
PhonicsSpelling
Grade 2 List Week 11 home with students today. It is your choice to CCSD
have 2014
students
write the spelling words once at home or in class. A homework tip is provided for parents.
~Teacher Instructions~

Lesson 52: Digraph ph

Section A: Read, spell, read the following words. Explain the meaning
of any words students aren’t familiar with (e.g. phlox is a type of
flower; then ask, “What is a type of flower?” Students answer your question on
your signal…”Phlox.”)

Row 1: phone phlox graph gopher

Row 2: phantom alphabet phrase photo

Row 3: phonics Ralph Phil aphid

Section B: Have students re-read the words above with a partner and underline
the digraph ph in each word.

Section C: Choose a word from the box that completes the sentence,
using their best penmanship. Do the first one together.

4. There were many _aphids_

graph aphids gobble
on the purple phlox.
phrase phonics phlox

5. I have an old _photo_

gopher phantom photo
of my first grade classroom.

_alphabet
6. They were singing a long song with the
alphabet should Ralph
letters.

7. Phil began to trip while running after the wild gopher_.penny phone gopher

8. Your black _phone _

phone who fifty
is ringing.

Phonics Grade 2 CCSD 2014

 ~Teacher Instructions~

Lesson 53: Digraph ea /ē/, /ĕ/, /ā/

Section A: Have the students read the following words: boys read row 1, girls
read row 2, and everyone read row 3.

Row 1: bread greater dream sweat yea

Row 2: steak weak thread great scream

Row 3: eating spread break peach pleasant

Section B: Have students write the words from above, in the correct column
below. Encourage best penmanship. Explain any unknown words.

ea ea ea
dream bread yea
weak sweat steak
scream thread great
eating spread break
peach pleasant greater
Section C: Have students unscramble the sentence below and write it correctly on
the line provided, using their best penmanship. Then read the sentence.

pleasant sang rooster a song The.

The pleasant rooster sang a song.
*Some of the words above were taken from the Reading Street story, “The Bremen Town Musicians”.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 54: Sight Words, Part 3

Section A: Choose a method to read (partner, read/spell/read, etc.).

any buy done every many

none only people trouble

very

Section B: Rhyme Time

Have students choose a sight word from above that rhymes with the description.
Put a check by the words as they are used. (Reinforce what “phrase” means by
pointing out the phrases below.) Do the first one together.

rhymes with cherry 1.

very
rhymes with steeple 2.
people
rhymes with bubble 3.
trouble
rhymes with hi 4.
buy
rhymes with penny (find two) 5. 6.
any many
rhymes with fun (find two) 7. 8.
none done
rhymes with lonely 9.
only
Which word hasn’t been used 10.
yet?
every

Section C: Have students use the two words provided to write one complete
sentence. Encourage best penmanship, capitalization, and punctuation.

11. people, trouble

(sentences will vary)

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 55: Review

Section A: Review the following rules with the students. You may want to project
the rules on a document camera since students do not have the rules on their
worksheets. Next, have students read, spell, read the words below with a partner.
*Note: Row 4 is a review of digraph ng.

Rule ‘ck’: A word that ends with a /k/ sound after a short vowel is usually
spelled with the letters ‘ck’.

Rule ‘k’: A word that ends with a /k/ sound after a vowel digraph or a
consonant is usually spelled with ‘k’.

Rule ‘ke’: A word that ends with a /k/ sound after a long vowel is usually
spelled with the letters ‘ke’.

Rule ‘ve’: A word that ends with a /v/ sound is usually spelled with the letters
‘ve’.

Rule ‘v’: A word that has a /v/ sound in any other position is usually spelled
with ‘v’.

Row 1: black clock truck fork

Row 2: spark clerk flake strike

Row 3: drove grave vote vat

Row 4: fling bring hang spring

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 55 Continued

Section B: Have students read the words in the box. Then choose a word from
the box to complete the sentence, using their best penmanship.

puddle pickle bubble candle tangle

4. Who took the_bubble gum?

5. The pink _candle will burn for a short time.

_tangle
6. Your long jump rope could .
_pickle
7. Will you eat the green ?

8. The mud _puddle gave everyone trouble.

Section C: Memory Match

Students should cut apart the word cards. They will play with a partner. Each
student will have his/her own set of cards. Each student will place his/her cards
facing down, on the floor in three rows of four (in front of them). Note: Students
may be able to see through paper when word cards are turned over. If you prefer,
you could run the word cards on construction paper for students. Students may
want to initial their cards before playing.

RULES

*Decide who goes first.

*Student will take one of his/her cards and one of his/her partner’s cards to try
to make a match.
*The student should READ both cards and if a match is made, place both cards in a
pile to the side and take another turn.
* If a match isn’t made, the other person will take his/her turn.
*The game is over when all the cards have been matched. The person with the
most cards wins.
Phonics Grade 2 CCSD 2014
~Teacher Instructions~
Lesson 55 Continued

Challenge: Place all 24 cards face down on the floor in front of both students.
Play the game according to the rules above.

bush want full

push been goes
put pull says
were their does
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 56: Ghost Letter Digraphs gn, kn, wr

Section A: Read the words in the box together as a class. Students should track
with their finger as they read the words. Explain any unknown words.

Row 1: gnat gnome gnarl gnu sign

Row 2: knee knife knob knot knuckle
Row 3: wreath wrench wrist write wrong
Section B: Have students write a word from above that matches the picture
below. Use their best penmanship.

4. knee 9. wreath
5. gnat 10. wrist
6. sign 11. knot
7. wrench 12. gnome
8. knife 13. knob
Section C: Optional: Have students code the words in Section A or code the ghost
letter digraphs in each word.

*Send Spelling List Week 12 home with the students. It is your choice to have
students write the spelling words once at home or in class. A homework tip is
provided for parents.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 57: Diphthong ou, Digraph oū

Diphthong Rule: A diphthong is two vowel sounds that come together so quickly
that they are considered to be one syllable.

Section A: Choose a method to read the following words as a class (odd/even

student numbers, boy/girl, etc.). Next have students underline the word in the
color as indicated:

Blue: words where diphthong ou says /ow/

Red: words where digraph ou says /ū/

Row 1: soup crouch scout you sound

Row 2: house youth group shout ground
Section B: Nonsense Words
Think, Pair, Share the following nonsense words, one at a time.

Think (give students a few seconds to read word to self)

Pair (turn to partner and read word to each other)
Share (at the teacher’s signal, all students say the word out loud)

blang knarfle phibble gnezrod wrooping phank

Section C: Have students identify each picture below. Write the missing letters,
using best penmanship, to complete each word. Then read the word.

soup blouse couch mouth

wound doghouse mouse clouds

*Some words were taken from the Reading Street story, “One Good Turn Deserves Another”.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 58: Diphthong ow, Digraph ōw

Section A: Have students read the following story and answer the questions, using
complete sentences, punctuation, capitalization, and best penmanship.

Keeping the Crows Away

Once there was a farmer who lived west of town. The farmer could grow almost
anything. But he couldn’t grow any corn. A group of crows ate all of his yellow
corn. It made the farmer frown. Now he has a scarecrow that keeps the loud,
pesky birds from feasting.

1. Where did the farmer live? He livedwest of town.

2. What did he have trouble growing? He had trouble growing corn.

3. What keeps the pesky birds away? _A scarecrow keeps the

birds away. 4. How would you keep the crows away? I would

_(answers will vary)

Section B: VOWEL OWL (Review Vowel y)
Have students read each word and write it underneath the appropriate “Vowel Owl”.
Row 5: fry belly spy pry twenty
Row 6: hurry bunny sly marry why

Y that Y that
says /ē/
says /ī/

fry belly
spy twenty
pry *Some words were taken
hurry
sly from the Reading Street
story, “One Good Turn
bunny
why Deserves Another”. marry
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 59: Suffixes –er, -est, -y

Section A: Read the words on each line. Circle the words with the suffix that
makes a REAL word. There may be more than one on each line. Do the first three
together as a class, do the next three with a partner, and do the last three alone.

1. signest signy signer

2. longy longer longest

3. teachest teacher teachy

4. cloudy clouder cloudest

5. wrecky wreckest wrecker

6. louder loudy loudest

7. helpest helper helpy

8. faster fasty fastest

9. snowy snower snowest

Section B: Sight Word Practice

Have students read the words in the box. Then write the missing letter(s) in the
blank(s). One word will not be used below. As the students are reading the words
below, you could listen to students read the words to you, as a quick assessment.

any buy done every only

many people none trouble very

10. tr o u ble 13. n o n e 16. p e o pl e

11. a ny 14. b uy 17. d on e

12. m a n y 15. on l y 18. e v e r y

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 60: Assessment 6

Section A: Digraph ng & Rules ck, k, ke, ve and v (20 points)

Dictate the following words; say the word, use it in a sentence, and then repeat the
word. Students will write in the missing letters for the word given. This will
assess whether students know what letters make the sounds that have been
learned. (Two points for each correct answer…not one point/letter.)
1. vine 6. strung
2. joke 7. brave
3. lock 8. swing
4. slick 9. park
5. stove 10. fake
Section B: Final, Stable Syllables (40 points)

Students will read the word. They will write the final, stable syllable in the section
next to each word. You will listen to the students read each of the words at your
convenience. Words read incorrectly will be marked with an x in the box. (Two
points for reading the word and two points for identifying the final stable syllable.)

Word Final, Stable Syllable

□crumble ble
□candle dle
□maple ple
□sniffle fle
□jingle gle
□ankle kle
□fizzle zle
□mumble ble
□middle dle
□sample ple

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Assessment 6 Continued
Section C: Vowel Y and Comprehension (12 points)

Have students read the following story and answer the questions, using complete
sentences, punctuation, capitalization, and best penmanship. (Each answer is worth
1-4 points, depending on if student answered it partially or
completely.)

The Berry Cans

Larry was a merry man, who worked at a store, stacking heavy, berry cans. His
boss, Ky, was very grumpy and could get angry at anything. Larry could carry thirty
cherry cans at one time. He could stack cans in a jiffy by the guppy tank. Ty was a
worker who was shy and kind. One day Ty stacked fifty cans up to the sky to help
Larry.

_He stacked
11. What did Larry do at the store?

berry cans.______ _ ____/4

_Ty stacked
12. Why did Ty stack the cans?

cans to help Larry. _ ____/4

_by
13. Where did Larry stack the cans? He stacked the cans

the guppy tank._ ____/4

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Assessment 6 Continued
Section D: Sight Word Assessment (28 points)

Listen to each student read the sight words individually, using the Sight Word
Assessment paper. On the student sheet, mark an ‘x’ in the box next to any words
missed. Two points possible for each word read correctly.

bush
want
full
push
been
goes
does
put
pull
says
were
their
could
should
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 61: Digraph āi

Section A: Read the words on each pail. If the two words rhyme, outline the pail
with a crayon.

mail wrap pail train paint chair

meat wait snail claim faint stare

Section B: Have students read the following words and write a short story, using
at least four of the words. Encourage them to write in complete sentences, with
capitalization, punctuation, and best penmanship. Those who finish early can turn
the paper over and illustrate their story.

phone beard jail head four

many very two done hair

graph one mean eight every

Stories will vary

*Send Spelling List Week 13 home with the students. It is your choice to have
students write the spelling words once at home or in class. A homework tip is
provided for parents.

Phonics Grade 2 CCSD 2014

 ~Teacher Instructions~

Lesson 62: Digraph āy

Section A: Have students read all the words in each box with a partner, before
circling any words. Each student will circle the word that matches the picture
alone, when reading is finished.

play stay hay

sway May stray
gray spray say
tray ray day

Section B: Sound Review/Alphabetical Order

Have students read the words in the box below and write them in alphabetical
order, using best penmanship.

mouth sour people none cloud

wreck knock only flour buy

1.
buy 6. none
2.
cloud 7. only
3. flour 8. people
4. knock 9. sour
5.
mouth 10. wreck
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 63: c that sounds like /s/

Rule: C sounds like /s/ when followed by e, i, or y.

Use ‘ss’ after a short vowel sound in the final position.

Use ‘ce’ after a long vowel sound in the final position.
Use ‘se’ after vowel digraphs or consonants in the final position.

Section A: Echo read the following words together. Then find the words where
the ‘c’ makes the /s/ sound and code it with a cedilla. Optional: Students can do
more coding if desired.

Row 1: house dress rinse circle cycle

Row 2: city trace circus bliss else

Row 3: class fancy blouse excite cell

Section B: Have students read the words in the boxes below. If the ‘c’ makes the
/s/ sound like in ‘ice’, circle the picture of ice. If the ‘c’ makes the /k/ sound as in
‘cat’, circle the picture of the cat.

celery crow camp clock dice

cake cent space cow spice

Phonics Grade 2 CCSD 2014

 ~Teacher Instructions~

Lesson 64: Sight Words, Part 4

Section A: Read the following sentences together. After reading each sentence,
have students find the new sight words, that were introduced in today’s lesson and
put a small dot above them (there are other sight words in the sentences, but they
are old ones). Either write the new sight words on the board or put the sight word
deck cards on the board for students to reference. Go over the answers together.

1. My young friend has gone to the ocean again.

2. Eight people can guess the answer to the question.

Section B: Have students partner read the sight words in the box two times.

again against answer enough

friend gone guess ocean

question young eight four

Section C: Have students copy the sentences from Section A. Remind them to use
best penmanship, capitalization, and punctuation.

3. My young friend has gone

to the ocean again.
4.
Eight people can guess the
answer to the question.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 65: Review sight words, digraph ph, digraph ea

Section A: Dictate the following sight words as the students write them. You may
use them in a sentence, if you choose. After dictating the words, go over the
correct spelling of each word with the students (as this is only a review).
Suggestion: Have students rewrite any word they spelled incorrectly with a colored
pencil.

1. trouble 6. every

2. done 7. people

3. only 8. none

4. very 9. many

5. any 10. buy

Section B: “Digraph Express”

Have the students play “Digraph Express”. This is a game where two or more
people can play.

Items Needed: One die and different colored markers for each player and one
game page. (If you have a die that has only 1’s, 2’s, and 3’s on it, that would allow
the students to play for a longer time.)

Directions: Roll a die. Move your marker that many spaces. Read the word. If
you’re correct, you can stay there. If you’re not correct, go back to the space you
were on. If you land on a train track, then climb up. If you land on an avalanche,
your train derails and you must slide down. The first one to reach the ‘Top of the
Mountain’ is the winner! Play the game again!

*Note: Explain any unknown words used in the game (e.g. avalanche).

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

DIGRAPH EXPRESS Lesson 65 Continued

END

20 21 22 23 24

leaking fearless steamy

dreading grease
19 18 17 16 15
break squeal beard
creaked heater

10 11 12 13
treats 14
pleasant wreath phase
sweater

9 8 7 6 5
steak
graphs yea meant phone

1 2 3 4

phrase reach greatest

healthy
Start

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 66: The vc/cvc/cv Pattern

Section A: Have students read the following words: Boys read Row 1; Girls read
Row 2; and all students read Row 3 (or if you give your students numbers, you could
have the odd numbers read Row 1; even numbers read Row 2; and all read Row 3).

Row 1: es|tab|lish chim|pan|zee noc|tur|nal

vc|cvc|cv vc| cvc |cv vc| cvc |cv

Row 2: Sep|tem|ber car|pen|ter im|por|tant

vc| cvc |cv vc| cvc|cv vc| cvc|cv

Row 3: fan|tas|tic At|lan|tic sur|ren|der

vc| cvc|cv vc| cvc|cv vc| cvc |cv

Section B: Dividing Syllables

Go back to the words in Section A and divide them into syllables, as the lesson
instructed. Do Row 1 words together as a class; have students work with a partner
to do Row 2 words; and then have them do Row 3 words alone.

Section C: Students will choose the following words to complete each sentence.
Remind them to write the word using best penmanship.

establish every important September trouble none

important
4. Liz made an play in soccer.

establish
5. Everyone will the rules together.

6. September is the first month of fall.

trouble
7. Wagner is in again.

8. None of the people had a prize.

*Some of the words in this lesson are from the Reading Street story, “Pearl and
Wagner: Two Good Friends”.

*Send Grade
Phonics 2 Week 14 home with students. It is your choice to have students
Spelling write
CCSD 2014
the spelling words once at home or in class. A homework tip is provided for parents.
~Teacher Instructions~
Lesson 67: Spelling with Final Stable Syllables

Section A: Have students read the words below. Circle the word that is spelled
correctly, following the rules, learned in the lesson today. Do the first one
together.

1. riddel ridel riddle

2. crumble crummble krumble

3. stabble stable stablle

4. sniffel snifful sniffle

5. tattle tatle tatel

Section B: Review Ghost Letter Digraphs kn, gn, wr. Students should read the
following story and write an ending. Encourage complete sentences, correct
punctuation, capitalization, and best penmanship. Idea: (Share the story endings
at a later time.)

The Missing Book

My friend asked me to come to his birthday party. So I

started running down the street to the store. I made a
wrong turn, fell in a puddle, and hurt my wrist. A store with a flashing
sign was near me. I quickly got up, went inside, and found a riddle book
about knots. It would be great fun to wrap it and put a little, shiny
bow on top. I laid the book down on the table to look for the coins
in my knapsack. When I turned around, the book was gone!

Stories will vary & can continue

on the back if needed.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 68: Diphthongs oi and oy

Diphthong oi is usually found in the initial or medial position.

Diphthong oy is usually found in the final position.

Section A: “Oil Slick”

Read the following words together as a class. Students should be tracking with their
finger as words are read. Explain any unknown words. Next, have students work with a
partner to do a timed reading. When you say, “Begin,” partner 1 reads the list while
partner 2 makes a tally mark on a paper or whiteboard for each word read
correctly. When 10 seconds are up, you say, “Stop”. Partner 2 shows
Partner 1 the total number of words read correctly. Then the partners
switch roles.

moist spoil enjoy coil

Roy joint boil soy

point destroy hoist employ

Section B: Initial, Medial, and Final Sounds

Do the first one together. Say the name of each picture, then instruct the
students to circle whether the target sound is in the initial, medial, or final
position (the target sound is indicated above each picture).

oy oi oi oi oi oy

oy oy oy oi oi oi oi oi oi oi oi oi oi oi oi oy oy oy

Phonics Grade 2 CCSD 2014

~Teacher Instructions~ Lesson 68 Continued

Section C: Review Sight Words

Have students read the words below. Find the two sets of sight words that rhyme
and circle each set with a different color of crayon.
any very every many none
trouble done people buy only

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 69: Suffixes –let, -ly

Section A: “Echo” read the following words as a class.

Row 1: droplet weekly quickly starlet

Row 2: proudly piglet slowly booklet

Row 3: mostly wristlet ringlet yearly

(Optional: Have students box the suffixes in each word above.)

Section B: Have students find a word from above that completes each description.
Write the answer using best penmanship.

4. A small drop is a _droplet

5. A small star is a _starlet_.

6. To do something once a week, is to do it _weekly.

7. To do something once a year, is to do it ___yearly_.

8. To do something in a quick way, is to do it ___quickly_.

9. A small pig is a ___piglet__.

10. To do something in a slow way, is to do it ___slowly_.

Section C: Review Ghost Letter Digraphs gn, kn, and wr

Have students read the sentences below and circle the ten words with ghost letter
digraphs. Then students can choose a sentence to illustrate. They should label
each ghost letter word in the picture.

11. I wrapped the gnome and put it into my knapsack.

12. The wren made a nest in the wreath above the doorknob.

13. I cut my knee, wrist, and knuckle when I fell on the sign.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 70: Assessment 7

Have students practice reading the following words and sounds on Sections A & B
as you will be assessing them on these sections as they work on Sections C and D.
Sounds and words read incorrectly will be marked with an X in the box, on the
student’s sheet. Use this sheet for students to read from as you mark on each
student’s sheet. Each sound and word read correctly is worth 3 points.

A Isolated Sounds (3 points each)

1. gn 2. kn 3. wr 4. ph

5. ēa 6. eā 7. ĕa

B Word Reading (3 points each)

81. gnash 91. knack 10. wrinkle 11. sphere

12. thread 13. gnats 14. kneel 15. peak

16. wrestle 17. greatly 18. leave 19. meant

20. break

Phonics Grade 2 CCSD 2014

~Teacher Instructions~ Assessment 7 (Lesson 70) Continued

Students will read the sentences below and answer the questions, using best
C
penmanship, complete sentences, correct punctuation and capitalization.
(Sentence 4 is an inference question.) Each sentence is worth 1-4 points, depending
on if student answered it partially or completely.

1. My great friend will teach me how to knit a sweater.

What will you knit?

I will knit a sweater.

2. Sophee will spread the thick cream with a knife tomorrow.
When will Sophee spread the cream?

_Sophee will spread the cream tomorrow.

3. The dolphin will wriggle as it leaps out of the deep sea.
Where will the dolphin leap?

_The dolphin will leap out of the deep sea.

4. We ate wheat bread, steak, and boiled eggs for breakfast.
What time of the day is it?

_It is morning time.

5. Randolph wrote the wrong alphabet letters on the sign.
Where did Randolph write the alphabet letters?

_Randolph wrote the alphabet letters on the

sign.
Alphabetical Order: Students will read and alphabetize the following sight
D
words. These words will be assessed on Lesson #80. (Optional: You could
give an informal assessment on the sight words.) Each correct answer is worth 2
points.
very any only trouble every
none buy people done many
6. any___ _ 11._none__
_
7. buy_____ 12. only _
_
8. done_____ 13. people_
_ every___
9. _ 14. trouble _
_ many___
10. __ 15. very _
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 71: Trigraph īgh

Trigraph Rule: A trigraph is three letters that come together to make one sound.

Section A: Read the following words as follows: Girls read each word in Section A,
while boys echo each word on the first reading; then have the boys read each word
while girls echo on the second reading.

Row 1: brightly highest might nightmare fright

Row 2: knight light midnight lighthouse right

Row 3: nighttime flight starlight tighter thigh

Section B: Have students circle the word that finishes each sentence. Then write
the word on the line using best penmanship. Do the first one together.

4. Bats fly high in the _nighttime_____ .

tighter nighttime

5. The very loud bang gave me a _fright____ .

fright highest

6. The _knight_____ began to fight again.

night knight

7. The young child had a _nightmare_____ .

nightmare starlight

8. The _lighthouse____ was in the cove by the ocean.

midnight lighthouse

9. I guess the answer to the question is _right___ .

right thigh
10. Is there enough bright _light____ to read?
brightly light

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 71 Continued

Section C: Word Search (Review ou, ow, ai, ay words)

Have students read the words with a partner. Then find the words in the word
search (either alone or with a partner). This is an optional activity.

flower powder outside gray grow

know found tail away house

maybe wait soup youth window

x y i i t y t a i l
w a m a y b e z s p
a w p o w d e r n k
i a u s a c n g j d
t y y f o n d q n k
v c o l u h o u s e
d w u o t s o h y w
l i t w s f o a n b
g n h e i m r u x v
r d g r d g v i p l
o o o p e c w d x p
w w p z x o k n o w
*Some of the words on this worksheet were taken from the Reading
Street story, “Dear Juno”.

**Send Spelling List Week 15 home with students today. It is your

choice to have students write the spelling words once at home or in
class. A homework tip is provided for parents.

Phonics Grade 2 CCSD 2014

 ~Teacher Instructions~

Lesson 72: Trigraph tch

Section A: Read-Spell-Read the following words:

Row 1: snitch notch pitch fetch

Row 2: crutch stretch hitch snatch

Row 3: stitch patch clutch latch

Section B: Alphabetize to the Second Letter

As a class, alphabetize the following words. Have students write the words on the
lines, using best penmanship.

rainy painter plainest snowy cloudy

loudest grayest thrower catcher brightest

4.
brightest 9.
painter
5.
catcher 10.
plainest
6.
cloudy 11.
rainy
7.
grayest 12.
snowy
8.
loudest 13.
thrower
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 73: Suffixes –en, -ish, -ist

Section A: Have the students read the following words with a partner. Then box
the suffix in each word.

boyish moisten organist frighten foolish

artist brighten childish cartoonist wooden

lighten sheepish tourist sicken selfish

Section B: Sight Word Practice

Read the words in the box with a partner, taking turns every other word. Have
them read the list two times. If Partner A started first, have Partner B start the
second time.

any ocean many young none

friend again people against answer

done enough gone every guess

very question trouble buy only

Section C: Using the word provided, have students write a sentence. Encourage
them to use complete sentences, best penmanship, correct punctuation, and
capitalization. Suggestion: Talk about how to use “none” correctly in a sentence.

Sentences Will Vary

1. (gone)

2. (none)

3. (many)

4. (against)

Phonics Grade 2 CCSD 2014

 ~Teacher Instructions~

Lesson 74: Sight Words, Part 5

Section A: Put your students in groups of four. Choose a student to be the first
“teacher”. The “teacher” reads each word, while the others “echo” the word back. Do a
word at a time, not a row. The second, third, and fourth “teacher” will do the same
process. This continues until the timer goes off. (This can be done in groups of three.
You might want to assign who is the second, third, and fourth teacher prior to starting.)
Time for four minutes.

learn America early usually earth

heard animal finally several government
Section B: Alphabetical Order: Students will write the words from Section A in
alphabetical order, using best penmanship. Before beginning, underline the second letter
in ‘animal’ and ‘America’. Briefly remind students how to alphabetize to the second letter.
‘Earth’ and ‘early’ have been done for them as it would be alphabetizing to the fourth
letter.

1. America 6. government
2. animal 7. heard
3. early 8. learn
4. earth 9. several
5. finally 10. usually
Section C: Challenge- Have students make as many “real” words using the letters
in ‘America’. There are at least thirteen!
Words will vary, but may include…

camera I

ram rim

a air ice race

car aim rice mice

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
mace _____came ream me_______

Lesson 75: Review

Section A: Review Sight Words- Dictate the following sight words as students
write them. You may use them in a sentence, if you choose. After dictating the
words, go over the correct spelling of each word with the students, as this is only a
review. Suggestion: Have students rewrite any word spelled incorrectly with a
colored pencil.

1. again 6. enough

2. guess 7. young

3. friend 8. ocean

4. against 9. question

5. answer 10. gone

Section B: Review Sounds

Think-Pair-Share the following nonsense words:

phlitch ratchzight sneeblet

brayist snotchmarb frainly

Section C: Review Diphthongs and Digraphs

“Mitten Madness”

Have students color the mittens, according to the coloring code. Suggestion:
Remind students to color lightly, so the word can still be read after it’s colored.

Color Code:

Blue: words where the digraph says /ā/

Red: words where the digraph says /ū/
Green: words where the digraph says/ō/
Orange: words where the diphthong says /ow/

Phonics Grade 2 CCSD 2014

~Teacher Instructions~ Lesson 75 Continued

Color
Code
Orange: words
where the
diphthong says
/ow/

Blue: words where

the digraph says

/ā/

Red: words where

the digraph says

/ū/

Green: words where

the digraph says

/ō/

Phonics Grade 2 CCSD 2014

 ~Teacher Instructions~

Lesson 76: g That Sounds Like /j/

Rule: The letter g usually sounds like /j/ when it is followed by the letters e, i, or y.

Suggestion: Sing the following ditty to the tune of “Mary Had a Little Lamb”:
“G” before E, I, or Y, E, I, or Y, E, I or Y… “G” before E, I, or Y, makes the sound
of /j/.

Section A: Have students read the words in the box to a partner. Keep reading
until you signal them to stop. Then read the words together.

Row 1: stingy German giant gem giraffe

Row 2: hinge danger gypsy germ gymnastics

Row 3: gypsum ginger gerbil strange gentle

Row 4: huge gorge charge suggest challenge

Section B: Have the students read the following story. After they have read the
story, go back and underline all the words with the letter “g” in them (there are at
least 20). If the “g” makes the /j/ sound, then circle the word.

Jim is a Gem!

Jim is a huge, gentle giant that lives in a large, gray castle. In order to
get to Jim’s castle, you must cross a gorge. West of the gorge is a gate. Inside
the gate is a grand garden. The challenge is that there is a strange, nocturnal
dragon in charge of the fantastic castle. If you want to see Jim, you risk being
scorched by the fire of the dragon. I suggest that you forget the danger. It is
important that you meet him! He is a gem of a friend!

Section C: Comprehension:
Have students draw a line from the question to the phrase that answers it.
5. What will you cross to get to the castle? being scorched by the dragon
6. Where is the gorge? strange, nocturnal
7. What is the risk in this story? west of the gate
8. Describe the dragon. the gorge

*Send Spelling Week 16 home with students. Students can practice writing the
words at school or at home. A homework tip is provided for parents.
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 77: Trigraph dge

Section A: Dictate the following sentences. Remind students to use best

penmanship, correct punctuation, and capitalization.

1. They heard the animal in the hedge.

2. We are in trouble with the judge.

Section B: Have students read the sentences and write the correct word that
completes it, using best penmanship.

3. Is there enough space on the _bridge

bridge judge dodge
for the

exciting race?

badge
4. Only people who work with the circus have a fancy
edge, badge, grudge
.

5. Many young Americans learn to recite the_pledge nudge, sledge, pledge

.

6. The mice in the cellar usually eat the_fudge fudge, trudge, ledge
until it

is gone.

7. My friends will finally buy several tickets for the concert at the

_ lodge___
wedge, lodge, sludge
.

*This lesson also reviews cedilla ‘c’ and sight words.

Phonics Grade 2 CCSD 2014
 ~Teacher Instructions~

Lesson 78: Spelling with dge and ge

Rules: The final /j/ sound is spelled with the letters ‘dge’ when it follows a short vowel.

The final /j/ sound is spelled with the letters ‘ge’ when it follows anything else.

Section A: Have students “Echo” read the following words. Explain any unknown
words. Then write each word in the correct box below. Do a few together; then
have the students complete the remaining words.

Row 1: wedge gouge smudge large

Row 2: cage badge charge dodge

Row 3: ridge plunge edge Scrooge

Row 4: stage lounge lodge trudge

-ge -dge
gouge wedge
large smudge
cage badge
charge dodge
plunge ridge
Scrooge edge
stage lodge
lounge trudge

Section B: Review Suffixes –let, -ly

Have students add either suffix –let or –ly to the root words below to make a
REAL word.

5. partly 7. book let 9. ringlet

6. kind ly 8. safe ly 10. star let

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 79: Spelling with ch and tch

Rule ‘tch’: The final /ch/ sound is spelled ‘tch’ when it follows a short vowel.

Rule ‘ch’: The final /ch/ sound is spelled ‘ch’ when it follows anything else.

Section A: Dictate the following words. Have students choose either ‘tch’ or ‘ch’
to complete each word. After dictating, write the words on the whiteboard and
students can check spelling. Have them correct any errors.

1. batch 6. ouch

2. munch 7. twitch

3. branch 8. switch

4. catch 9. torch

5. march 10. scratch

Section B: Rhyme Time

Have students read the word that’s given and write three REAL words that rhyme,
using best penmanship.

11. match (Rhymes will vary, but may include: hatch, batch, latch)

12. crunch (Rhymes will vary, but may include: hunch, bunch, lunch)

13. stitch (Rhymes will vary, but may include: witch, pitch, ditch)

Section C: Diphthongs oi and oy Review

Have the students read the sentences. Circle the diphthong oi and oy words.

14. The boys will spoil the answer to the question.

15. The soil was moist early in the morning.

16. Leroy will enjoy playing with the toy pooch.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 80: Assessment 8

Section A: Suffix –er, -est, -y

Have students read the words below. Box the suffix on each word. Each correct
answer is worth 2 points (24 points total).

sprayer plainest frowny grayest

showy jailer player proudest

painter hairy slowest cloudy

Section B: Students will read the words below. Write each word in the correct
box, matching the target sound AND spelled with the same letters making the
target sound. The target sound is at the top of each box. Each correct answer is
worth 3 points (36 points total).

arrow wounded round window growl wow

glow without bowl groups powder south

soūp cow
bōw
couch
wounded round arrow growl
groups without window wow
south glow powder
bowl

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 80: Assessment 8 Continued

Section C: Sight Words

Students read from this copy. Incorrect answers are marked with an x on the
student sheet. Each sight word read correctly is worth 2 points.

□any □very □none □people

□only □question □friend □done
□answer □ocean □gone □enough
□trouble □every □buy □against
□again □guess □many □young

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 81: The v’|cv Pattern

Section A: Read the sentences together as a class. The words in bold print follow
the v’|cv pattern learned in the lesson today. Divide the bolded words, using the
v’|cv pattern, as follows: do the first sentence together, then have partners do
the second sentence, and the third sentence can be done individually.

1. The na’vy pi’lot will fly o’ver the fro’zen lake.

v c v v c v v c v v c v
2. The fe’male spi’der hid in the o’pen tu’lip.
v c v v c v v c v v c v
3. Did the ti’ny ro’dent bite the ba’by ra’ven?
v c v v c v v c v v c v
Section B: Have students read the following words. Then they should read the
clue and write the word that answers it, using best penmanship. Three words
won’t be used. Students will write a complete sentence using one of the words not
used.
gravy bacon zero robot frozen
silent music oval clover total

oval
4. This is a shape.

bacon
5. This is a kind of meat.

zero
6. This is a number.

clover
7. This is a plant.

8. Ice is frozen water.

robot
9. This could be a toy.

silent
10. A person not speaking is .
11. (Answers will vary, but should include the word gravy, music or total.)
*Send home Spelling Week #17 with students. They may write the words at school
or at home. A homework tip is provided for parents.
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 82: Suffixes –ful, -ness

Section A: Have students work with a partner to do the following: (1) Circle the
correct suffix to make a REAL word. (2) Partner 1 will create a sentence using the
REAL word. (3) After a short allotted time, randomly choose a few partners to
share sentence created with the class. (4) Repeat with Partner 2 creating a
sentence for #2, after circling correct suffix. Rotate partners creating sentences
until words are completed.

Root word Suffixes

1. play -ful or –ness

2. dark -ful or –ness

3. help -ful or –ness

4. thank -ful or –ness

5. sad -ful or –ness

Section B: Students will add the suffix to the root word and write the complete
word, using best penmanship.

6. spoon + ful = spoonful

7. neat + ness = neatness
8. bright + ness = brightness
9. cheer + ful = cheerful_
10. cup + ful = cupful__
11. soft + ness = softness_

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 83: Final, Stable Syllable –[tion

Section A: Say the following words to the students. Have them write the missing
letters on the lines using best penmanship. You may want to use the words in a
sentence.

1. portion 5. carnation
2. lotion 6. foundation
3. fiction 7. addition
4. exception 8. mention
Section B: Review Suffixes –ly, -let; diphthongs oi, oy; cedilla c

Have students read the word and count the syllables in each word. Write the word
in the correct column.

boil tomboy foil destroying

cinch bracelet force cycle

leaflet joyfully playfully enjoying

1-Syllable 2-Syllable 3-Syllable

boil tomboy destroying
foil bracelet joyfully
cinch cycle playfully
force leaflet enjoying
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 84: Sight Words, Part 6

Section A: Have students read the sight words below on your signal (e.g. snap, clap,
thumbs up, etc.). You may need to explain the meaning of any unknown words.

change country danger eye island

listen once strange stranger whose
Section B: “Strike Three”

Have students Read-Spell-Read the words below with a partner. Then cross out
the three balls in each row that don’t have a sight word. Students may need to
refer to the sight words in Section A.

whose country nation fight witch

sadness change darkness batch island

sight joyful danger once richness

listen thankful light helpful stranger

*Section B also has words that review trigraph ‘tch’, ‘igh’, and suffixes –ful & -ness.
Phonics Grade 2 CCSD 2014
~Teacher Instructions~
Lesson 85: Review cedilla c; diphthong oi, oy; suffixes –ly, -let, -en, -ish, -ist

Section A: Read the words below as follows (students should track with finger as
words are read): Boys read row 1; girls read row 2; boys read row 3; girls read row
4. Read the words a second time with the girls starting and rotate to the boys,
etc. Note: Explain any unknown words, as needed.

Row 1: advice coil caplet grace

Row 2: crisply splice correctly success
Row 3: cactus carve cancel cinch
Row 4: cloudlet citrus concept nicely
Section B: “Knick, Knack, Know”
Students will play this activity with a partner; one is Partner A and the other is
Partner B. Do the sample as a class.
1. Partner A chooses a word and reads it out loud. If the word is read correctly,
partner A puts an “A” on that word. If the word is read incorrectly, no mark is
made.
2. Partner B takes a turn and does the same process as described above, except if
the word is read correctly, partner B puts a “B” on that word.
3. The first partner to get three A’s or B’s in a row, is the winner (across, down, or
diagonally)!
4. Proceed to another word box. Partner “B” begins the next round. Rotate
person starting rounds with each new word box.
5. When one paper is completed, use the other student’s paper and continue.
Idea: When partners finish the activity, they could…(1) read the words in Section
A together, (2) illustrate a word on the back from Section A, etc.
Knick-Knack-
Sample:
Know…
ploy finalist vocalist
A B B 3 in a row!
tourist oysters rarely Partner “A” wins!
B A A
starlets destroying avoiding
A B A

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Knick-
Lesson 85 Continued Knack-
Know!

purely annoy deepen voice sharpen ahoy

wristlets slightly darkish girlish poise Boyd

poison cartoonist partly spoiled royal harpist

broiling thicken triplet golden tomboys droplets

nightly Troy soybean loyal pointed grayish

foolish proudly sisterly oiling choice quickly

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 86: Digraphs ōa, ōe

Section A: Have students follow the directions below to change the word ‘boat’ to
‘roast’. Do the first three together, the next three with a partner, and the last
two alone. Have them say the new word after they are written in best penmanship.

1. Begin with boat. _boat__

2. Change b to c. _coat__
3. Change c to fl. _float _
4. Change fl to g. _goat__
5. Change t to l. _goal__
6. Change g to c. _coal__
7. Change l to st. _coast_
8. Change c to r. _roast_
Section B: Sentence Completion- Have students read the following words and
finish the sentences, using best penmanship. Explain any unknown words.

oa oe
oatmeal toenail
charcoal backhoe
lifeboat doe
toast woe
load Joe
boastful foe

9. The coach had oatmeal and _toast_ for breakfast.

10. A male deer is a buck. A female deer is a doe.

11. The stranger floated to the island in a lifeboat.
12. Joe will load the goats on the train.

Section C: Have students choose one of the sentences from above to illustrate.

*Send Spelling Week 18 home with the students. They may write the words at school or
Phonics Grade 2 CCSD 2014
at home. A homework tip is provided to parents.
~Teacher Instructions~

Lesson 87: Review of Diphthongs

Section A: Have students read each word. Write the letter of its meaning on the
line next to it. Do the first one together as a class. Then have them work with a
partner to do the remaining ones. Tell students they have two minutes to complete
Section A. Students should put “thumbs up” when finished. Check answers as a
class by reading the word and the clue that matches it.

1. broil d a. to bother 5. prowl e e. to sneak

2. noise c b. break up 6. noun g f. a deep sound
3. annoy a c. a sound 7. growl f g. person, place, or thing
4. destroy b d. a way to cook 8. hound h h. a kind of dog

Section B: Sight Word Practice

As a class read the sight words on your signal (snap, clap, etc.). Then have the
students read the words with a partner, taking turns.

Row 9: change stranger learn once heard

Row 10: America animal strange several whose

Row 11: listen island usually eye government

Row 12: early country danger finally earth

Section C: Write in the missing letters for the sight words below. Use the words
from Section B as a guide.

13. Am e r ica 17. chan g e

14. i s land 18. fi n all y

15. dan g e r 19. e a r th

16. anim a l 20. gover n m ent

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 88: Digraph au

Section A: Read-Spell-Read the following words as a class.

Row 1: haunt launch pause laundry haul

Row 2: sauce because vault auction gauze

Row 3: faucet applause fraud fault Austin

Section B: Scrambled Words

Have students unscramble the words below and write them using best penmanship.

Use the words from Section A. Do the first one together. (You may want to have
students work with a partner.)

4. luah _haul 7. escuabe because

5. saepu pause 8. Sappaule applause
6. tavul vault 9. zaueg gauze
Section C: Review Trigraphs –igh, -tch

Have students read the words on each line. Circle the word(s) that are “real”
words.

10. patch pitch plotch pretch

11. swight sight slight snight

12. hotch hatch hitch hutch

13. fright flight fnight fight

14. critch crutch catch clutch

*Some words were taken from the Reading Street story, “A Weed is a Flower”.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 89: Digraph aw

Section A: Have students read the words below: You read the words as the
students track with a finger; then students read with a partner; and finally the
student reads the words to self (“I do, we do, you do”). Explain any unknown words.

Row 1: lawnmower seesaw claws squawking shawl

Row 2: hawk yawning crawled scrawny jaw

Row 3: straw outlaw saw flawless awful

Section B: Have students find a word from Section A that matches the picture
below. Have them write the word using best penmanship on the line.

4. yawning 9. jaw
5. shawl 10. lawnmower
6. hawk 11. claws
7. seesaw 12. outlaw

8. crawled 13. saw

*Some of the words used above are from the Reading Street story, “Froggy Fable”.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 90: Assessment 9

Section A: Diphthongs oi, oy

Dictate the following words: say the word, use it in a sentence, and then repeat
the word. Students will write either ”oi” or “oy” on the line. Each correct answer
is worth 4 points.

1. pointed 6. cowboy
2. destroy 7. poison
3. moisten 8. annoy
4. employ 9. choice
5. joint 10. soy
Section B: Cedilla ‘c’

Students will read each word and decide whether the ‘c’ makes the /s/ sound as in
dice or the /k/ sound as in cage. Students will write the word under the picture of
the dice or cage, using best penmanship. Each correct answer is worth 4 points.

except carpet Nancy correctly cinch

force city crisply cactus copper

11. except 16. carpet

12. Nancy 17. correctly
13. cinch 18. crisply
14. force 19. cactus
15. city 20. copper

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 90: Assessment 9 Continued

Section C: Trigraphs –igh, tch; Suffixes –ly, -let, -en, -ish, -ist

Have students read the following story and circle the word that makes the BEST
sense for each blank. Then they should read the story again with the circled
words. Each correct answer is worth 2 points.

The Frozen Snow Witch

artist harpist
foolish wooden
Once there was a ______ young witch who lived in a blackish ________ near the
badly lighthouse
learn
guess animals scratching loudly on her
mighty ocean. Early one night she heard ______
several
fetched
frosty window. She quickly thicken
______ her flashlight and opened the golden latch.
dentist

cartoonist
With the brightness of her _______
booklet , she could finally see three pinkish piglets,
flashlight

snouts starlet
sheepish frightened
pressing their _____ against the darkened glass. This _______ her and she
triplet organist

ran right out of her house into the cold snow, without her coat. She was suddenly
thaw
frozen and didn’t ____
ringlet until spring.
sharpish

Section D: Inference Question

Have students write what they think happened to the piglets? Encourage them to
use BEST penmanship, correct punctuation and capitalization (1-4 points possible).

Answers will vary

Phonics Grade 2 CCSD 2014

 ~Teacher Instructions~

Lesson 91: The vc’|v Pattern, Part I

Section A: Code the first vowel in each word according to the way it’s divided.
Read the two choices as coded. Then circle the word that has been divided
correctly of the two choices. Do numbers 1-4 together, numbers 5-8 with a
partner, and numbers 9-12 alone. Tell students they have 2 minutes to complete 9-
12.

1. dī’|git 2. phō’|nics 3. sō’|lid 4. slĭv’|er

dĭg’|it phŏn’|ics sŏl’|id slī’|ver

5. lĕm’|on 6. rō’|bin 7. căb’|in 8. hā’|bit

lē’|mon rŏb’|in cā’|bin hăb’|it

9. drā’|gon 10. fĭn’|ish 11. frī’|gid 12. vĭs’|it

drăg’|on fī’|nish frĭg’|id vī’|sit

Section B: Review g that sounds like /j/

Have students read the following words (in any way of your choice). Alphabetize
the words (some will need to be alphabetized to the second letter). Have them
write #1 in the star by the first word, a #2 in the star by the second word, etc.

8 magic 3 energy 4 germ 11 spongy

5 ginger 12 surgery 9 plunger 7 imagine

2 charge 10 pudgy 1 cage 6 hinge

*Send home Spelling List 19 with students. They may write the words at school or
at home. A homework tip is provided to parents.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 92: The vc’|v Pattern, Part II

Section A: Have students echo read the words below: You read as the students
track with finger, then they read. Do one word at a time.

Row 1: cougars peanut sweater peacock

Row 2: daisy August weather teacher

Row 3: toucan leather fairly author

Section B: Nonsense Words

Have students Think-Pair-Share the following two-syllable nonsense words.

frizblight critchknab phlotchness gitchwroid

Section C: Have students choose a word from Section A to write in the sentences
below, using best penmanship.

4. Listen to the colorful toucan squawking in the strange jungle.

5. Usually the weather in August is fairly hot.

6. Once, early in the morning, we heard several cougars growling.

7. The author wrote about the government in America.

8. Do you think George Washington Carver could make a sweater

using peanuts?

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 93: a before l

Section A: Have students read the following words. Read the description in the
first column. Look in the second column for the rhyming word. Write the answer
in the third column. Do the first two together. Explain any unknown words.

stall bald alright salt halt false

cobalt small already ball calm tall

Description Rhymes with… Answer

No hair scald bald
A sphere hall ball
Synonym for peaceful balm calm
Antonym for short mall tall
To stop malt halt
Synonym for little fall small
A place for horses call stall

Section B: Review Sight Words- Read-Spell-Read the following sight words with a
partner. Students take turns reading, spelling, and reading the word again. Have
partners mark the boxes with a check when the student completes each word.
Read, Spell, Read Read, Spell, Read

earth stranger
country eye
listen America
animal strange
several island
heard whose
usually once
government early
learn danger
finally change

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 94: Sight Words Part 7

Section A: Read the new sight words below as follows: Roll a die and the students
will read each line as many times as the die was rolled (e.g. the die was rolled with a
‘2’, so Row 1 is read two times). Words are read as a class on your signal (snap,
clap, etc.).

Row 1: bought father mountain walk laugh

Row 2: brought fought thought talk daughter

Section B: Sight Word Practice and Trigraph -dge Review- Direct students to use
the words from above to complete the sentences. Numbers 3 and 6 can be
interchanged.

3. My tall father (or daughter) bought a bagful of sweet fudge with a coupon.

4. The small children will walk over the bridge in the strange country.

5. The knight fought the dragon at the edge of the dangerous forest.

6. The bald judge’s daughter (or father) has a pleasant smile.

7. I thought the fairy that lived near the hedge was magic.

Section C: Have students write a complete sentence, using the word provided.
Encourage best penmanship, correct punctuation, and capitalization.

Sentences will vary.

badge
8. ___
pledge
___
9. ___
smudge
___
10. ___ __ _

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 95: Review g that says /j/, Trigraph –dge; Suffixes –

ness, -ful; Final, Stable Syllable -tion

Section A: Dictate the following words as students write them, using best
penmanship. Go over the answers with the class when finished.

1. bulge 9. illness

2. skillful 10. station

3. gentle 11. fraction

4. dullness 12. motion

5. general 13. careful

6. thickness 14. grudge

7. gypsy 15. giraffe

8. orange 16. tragic

*Lesson 95 continued on back

Phonics Grade 2 CCSD 2014

~Teacher Instructions~ Lesson 95, continued

Section B: Code Cracker- Use the code to make the words below. Have
students write the corresponding letters in the boxes above the
numbers, and then read the word. Do the first two together as a class.
Do the remainder with a partner. Go over the answers together.

1=e 5=b 9=n 13=m 17=t 21=h

25=v
2=r 6=g 10=u 14=w 18=o 22=j 26=z
3=i 7=l 11=x 15=p 19=f 23=k
4=d 8=c 12=a 16=s 20=y 24=q

17. i n f o r m a t i o n
3 9 19 18 2 13 12 17 3 18 9
18. d a m p n e s s
4 12 13 15 9 1 16 16
19. i s l a n d
3 16 7 12 9 4
20. s h y n e s s
16 21 20 9 1 16 16
21. o n c e
18 9 8 1
22. a r m f u l
12 2 13 19 10 7
23. w h o s e
14 21 18 16 1
24. d i c t a t i o n
4 3 8 17 12 17 3 18 9
25. e y e
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

1 20 1

Lesson 96: a After w or qu

Rule: When the letter ‘a’ comes after the letter ‘w’ or the letters ‘qu’, it often
makes the sound similar to /ŏ/.

Section A: Have the students read the words below as follows: Have the ‘odd’
numbered students read the odd numbered boxes; the ‘even’ numbered students
read the even numbered boxes. Circle the word that matches the picture in each
box. Put the double dots above the ‘a’ in the circled word. Do the first one
together.

1. 2. 3.
squäsh walk swamp
wander swat wäsp
squadron wället squabble
waffle quad waltz

4. 5. 6.
squish quality wänd
swap wätch squat
washer wad walnut
wälrus swallow swab

Section B: Review- Have students unscramble the sentence below and write it
correctly on the lines provided, using their best penmanship. Then read the
sentence.

fly his The in toad had throat a

7. _The toad had a fly in his throat.

*Send Spelling Week # 20 home with the students. They may write the words at
school or at home. A homework tip is provided to parents.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 97: The vcccv Pattern

Section A: Have students read the words below with a partner for one minute. If
students finish reading all three rows before the time is up, they should read it
over again. Then put the vowel pattern and divide the words as follows: Do Row 1
as a class; Row 2 with a partner; and Row 3 alone. Give the students 4-5 minutes to
complete the second and third rows. At the end of the time, go over answers
together.

Row 1: com’|plain arc’|tic part’|ner far’|ther

v c c cv vc c cv vcc cv v c c cv

Row 2: ad’|dress hun’|gry pump’|kin sand’|wich

v c c cv v c c cv vc c c v v cc cv

Row 3: in’|stant sub’|tract lob’|ster hun’|dred

v c c cv v c c cv v c c cv v c c cv

Section B: Sentence Sleuth

Have students use the words provided to write a complete sentence, using best
penmanship, correct punctuation, and capitalization. Students may choose any
words from Section A to write on #6. Encourage students to use adjectives in
sentences. Sentences will vary.
hungry, sandwich

4. ___
arctic
___
5. ___ ___
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

6. ___ ___
Lesson 98: Spelling with Final c

Rules: When spelling the final /k/ sound:

ck is found after a short vowel sound, ke is found after a long vowel sound, k is found
after a consonant or vowel digraph, and c is found at the end of a two (or more)
syllable word.

Section A: Ice Floe- Have students read the words below (your choice).

Row 1: lake Atlantic block dusk

Row 2: brisk arctic snowflake flock

Row 3: crack earthquake smoke sunk

Row 4: cosmic tusk slick plastic

Section B: Have students write the words from above, in the correct column below,
according to how the ending /k/ sound is spelled. Encourage best penmanship.

-ck -k
block dusk
flock brisk
crack sunk
slick tusk

Phonics Grade 2 CCSD 2014

 ~Teacher Instructions~

-ke -c
lake Atlantic
snowflake arctic
earthquake cosmic
smoke plastic
Lesson 99: Scribal o

Section A: Dictate the following words for students to spell, using the concept
taught in the lesson. Go over the correct answers when completed.

1.
discover 4.
front
2.
wonder 5.
cover
3.
comfort 6.
shovel
Section B: Have students name each picture below. Then write the missing letters
using best penmanship, to complete each word. Then read the word.

7 8 9

oven shovel compass

10 11 12

sponge month dove_

Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 100: Assessment 10

Section A:

Ask the students: “What are the three letters that make the letter ‘c’ make the
/s/ sound and the letter ‘g’ make the /j/ sound? Write those three letters on the
lines.” (Each correct response is worth 2 pts. for a total of 6 pts. possible.)

Section B: Isolated Sounds (3 points each)

Have students read each sound to you. Mark boxes with an x if read incorrectly.

□oy □āi □[tion □tch □oi □ōw

□oū □āy □īgh □ow □dge □ou

Section C: Suffixes

Have the students read each word to themselves and box the suffixes. (Each
correct answer is worth 2 pts. each ).

Optional: Listen to any student you feel would benefit from reading some or all of
the words to you or another adult.

restful splotchy brightness

wristlet graceful gentleness

Phonics Grade 2 CCSD 2014
~Teacher Instructions~
hotness shameful urgently

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 100: Assessment 10 Answer Key

A /6
__e__ __i__ _ y___

Isolated Sounds (3 points each)

B /36
*mark sounds read incorrectly with an x on student sheet.
See following page for students to read from if needed.

□oy □āi □[tion □tch □oi □ōw

□oū □āy □īgh □ow □dge □ou

Suffixes: Read the following words and box the suffixes.

C /18
(2 points each)

restful splotchy brightness

wristlet graceful gentleness

hotness shameful urgently

Phonics Grade 2 CCSD 2014

 Assessment 10, continued
~Teacher Instructions~
Students may use this sheet to read sounds and words from. Mark an x on the student
sheet next to sounds/words read incorrectly.

Section B: Isolated Sounds (3 points each)

□oy □āi □[tion □tch □oi □ōw

□oū □āy □īgh □ow □dge □ou

Section D: Sight Words Assessment (2 pts. each)

□ listen □ early

□ change □ several
□ whose □ animal
□ country □ eye
□ finally □ usually
□ strange □ danger
□ government □ heard
□ island □ America
□ earth □ once
□ learn □ stranger

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 101: Final, Stable Syllable [sion

Section A: Read the following words as follows: You read the word as the
students follow along with his/her finger. Then the students echo read
the words. Have students read the words with a partner next. Explain any
unknown words.

Row 1: television version invasion expression illusion

Row 2: explosion tension mansion division session

Row 3: permission vision confusion decision mission

Section B: Review Sight words, Digraphs –oe, -oa

Have students read and count the syllables in each word. Have them write the
word in the correct column, according to how many syllables are in the word.

inversion hoe discussion fusion rowboat doe

roaming talk impression daughter overboard groan

1-Syllable 2-Syllable 3-Syllable

hoe fusion inversion

doe rowboat discussion
talk roaming impression
groan daughter overboard

*Send home Spelling Week #21 with students. You may want to review the three
sounds of suffix –ed.

Phonics Grade 2 CCSD 2014

 ~Teacher Instructions~

Lesson 102: Digraph ew

Section A: Put your students in groups of three. Choose a student to be the first
“teacher”. The “teacher” reads the sentence, while the others “echo” the
sentence, tracking as they read. The second and third “teacher” will do the same
process. This continues until the timer goes off. Assign who is the second and
third teacher prior to starting. Time for 6 minutes. If the group finishes the
sentence reading before the timer goes off, they should begin again, and rotate
the number of teacher they are, so they don’t read the same sentences.

1. Newel’s daughter made a decision and bought a small jewel.

2. Lewis wants a few cashews to chew while watching television.
3. My father’s nephew found some mildew on his new sweater.
4. Stewart brought a wonderful stew for the occasion.
5. Andrew laughed when he threw his plastic wallet at the wasp.
6. The frigid wind blew all night in the high mountains.

Section B: Review Digraphs –aw, -au

Have the students read the following words together as a class on your signal.
Read them as many times as you’d like. Students should write the words in
alphabetical order using best penmanship.
launder scrawl auction awful pause
sauce haunt yawn lawyer outlaw

7. auction 12. outlaw

8. awful 13. pause

9. haunt 14. sauce

10. launder 15. scrawl

11. lawyer 16. yawn

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 103: Doubling Rule, Part 1

Doubling Rule: If the final syllable of the word is accented and ends with one vowel and
one consonant, then double the final consonant before adding a vowel suffix.
*NOTE: Instead of using checkmarks and boxes like the lesson directs when you
teach the concept, use colored dry erase markers as indicated below. Then what
you do to teach the lesson will match this worksheet.

Section A: DOUBLE DUTY- Do the first three together as a class, the next three
with a partner, and the last four alone. Encourage best penmanship.

□If the root word has 1 vowel and 1 consonant at the end of the word, circle the
root word

in GREEN .

□If the suffix is a vowel suffix, circle it in BLUE .

□If you have circled in BLUE AND GREEN , then DOUBLE the final
consonant in the root word before adding the suffix.

□If you have only circled in ONE color or NO colors, just add the suffix.

1. snap + -ing = snapping 6. slop + -y = sloppy_

2. fog + -y = foggy_ 7. help + -less = helpless
3. look + -ing = looking_ 8. brag + -ed = bragged
4. rest + -less = restless 9. run + -er = runner
5. beg + -ed = begged_ 10. bag + -ful = bagful_

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 104: Sight Words, Part 8

Section A: Have the students read the sight words below on your signal (e.g. snap,
clap, thumbs up, etc.)

Row 1: become both busy measure rough

Row 2: sure through tough woman women

Section B: “Smart Hearts”

Have students read the words below with a partner, taking turns on each row of
words. Read it a second time, changing the rows to read so students don’t read the
same row of words a second time. Then find the words that are the sight words
introduced in the lesson today and color them. Refer to the words above.

Row 3: also fall cover become

Row 4: water sure rough measure

Row 5: busy tough palm woman

Row 6: ball both comfort through

Row 7: women squash small mountain

*Some of the words were taken from the Reading Street stories, “Life Cycle of a
Pumpkin” and “Soil”.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 105: Review ‘w before a’ and ‘qu before a’ words;

Digraphs –oa, -oe,- au,- aw
Section A: Timed Reading Practice

Read the following words together as a class. Students should be tracking with
their finger as words are read. Explain any unknown words. Next have students
work with a partner to do a timed reading. When you say, “Begin”, partner 1 reads
the list while partner 2 makes a tally mark on paper or whiteboard for each word
read correctly. When 1 minute is up, say, “Stop”. Partner 2 shows partner 1 the
number of words read correctly. Then the partners switch roles.

Row 1: drawn squad moaned woeful laundry

Row 2: walnut quality pausing toenail swallowing

Row 3: faulty squabble boastful backhoe hauling

Row 4: waltz quantity crawled soaring wandered

Section B: Review Sight Words

Have students Read-Spell-Read the sight words below with a partner. Students
take turns reading, spelling, and reading the word again. Have partners mark the
boxes with a check when the student completes each word.

Read, Spell, Read Read, Spell, Read

bought fought
father talk
mountain daughter
walk laugh
brought thought

Phonics Grade 2 CCSD 2014

~Teacher Instructions~ Lesson 105 Continued

“Sticky Paws”
C
Game directions: Help the bear get to the honey pot.

1. Roll the die (marked with 1,2,3) and move your marker that many spaces.

2. Say the sound of the digraph, then say a word with that digraph in it. If you
say the sound and word correctly for that digraph, you can stay on the paw. If the
sound or word is incorrect, go back to where you were on before rolling the die.

3. If you land on a honey blob, you lose a turn.

4. The first person to the honey pot is the winner. Play the game again if you
finish early.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 106: Digraph ēy

Section A: Read the words below as follows: Girls read Row 1, Boys read Row 2,
Girls and Boys read Row 3. Explain any unknown words. Read the words below as
your teacher instructs.
Row 1: volley money hockey key
Row 2: turkey chimney trolley monkey
Row 3: alley parsley barley kidney
Section B: Dictate the following sentences. Students will write them using best
penmanship. After dictating, have students find and circle the two digraph –ey
words in each sentence.

4. The woman from the valley played rough hockey.

5. It was tough for the donkey to get through the honey.

Section C: Have students complete the riddles below by using some of the words
from Section A.

_turkey____
6. This meat is usually eaten at Thanksgiving.

7. You need this to open a locked door. _key____

8. Smoke travels up this from your fireplace._chimney____
_trolley__
9. This is a form of transportation many people can ride on.

10. It is smart to save this in a bank. _money____

Section D: Nonsense words- Have students practice these words alone when
finished with Section C. When you see students finished with Section C and
practicing, you can pair two students together to read them to each other.
(Optional: Have students share the words with the class.)
11. quabless 13. zooblith 15. wrightroav
12. cevautly 14. sleemfroid 16. chingsloy

*Send home Spelling List Week #22 with the students. They may write the words
at school or at home. A homework tip is provided to parents.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 107: Suffix –es

Sibilant Sound: Whenever a word ends with one of the following sounds /s/, /z/, /ks/,
/ch/, /sh/, or /j/, add suffix –es. Add suffix –s to everything else.

Section A: Do the following together with your class. Explain any unknown words.

□Find the root word. □Underline it in both choices.

□Decide AND circle which one of the two choices has the correct suffix.

1. roaches roachs 5. frizzs frizzes

2. sixs sixes 6. washes washs

3. pheasants pheasantes 7. swarmes swarms

4. walruss walruses 8. flashes flashs

Section B: Have students read the root word and decide whether to add suffix –s
or suffix –es. Then write the word with the suffix, using best penmanship. Remind
students to look for the sibilant sounds at the end of the word.

9. launch launches 13. fizz fizzes

10. swamp swamps 14. mix _mixes
11. guess guesses 15. stitch stitches
12. island islands 16. blush blushes
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 108: Digraph ūe

Section A: Read the words below as follows: Even numbered students read Row 1,
odd numbered students read Row 2, and everyone reads Row 3. Read it another
time. This time everyone reads Row 1, even numbered students read Row 2, and
the odd numbered students read Row 3. Explain any unknown words.
Row 1: value pursue glue blue
Row 2: statue continue fondue cue
Row 3: true argue rescue clue

Section B: “True Clue”

Have students choose eight of the words from Section A to write in any space of
the bingo activity (one word/space). If students finish before others, have them
write a sentence using one or more of the words above, on the back of this paper.
(Optional: Have students share sentence later.) When students are ready to do
the activity, read a clue as students use markers (beans, smarties, unifix cubes,
etc.) to cover the word. Everyone can cover the “free space”. “True Clue” is made
by covering three words in a row horizontally, vertically, or diagonally. Play this as
many times as you desire, changing the order of the clues.

CLUES:

value: the worth of something blue: a color

true: the antonym of false cue: a signal

pursue: to go after someone or something clue: a hint

glue: a substance used to join or fix argue: to quarrel

continue: to carry on rescue: to save

statue: a work of art made with wood, metal, clay, snow, etc.

fondue: a dish of hot liquid for dipping small pieces of food

Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 109: Suffix ous

Section A: Have students read the words below as follows: You read a word and
the students “echo” the word. Students should track with a finger while reading.
Explain any unknown words. Read the words again as follows: Roll a die and read
the row of words that many times (e.g. if you roll a three, students read the row of
words three times, etc.). Suggestion: Use a die with one, two, and three on it only.
Next, have students box the suffix on each word.

Row 1: thunderous rigorous glamorous venomous

Row 2: prosperous marvelous humorous vigorous

Row 3: hazardous poisonous mountainous dangerous

Section B: Have students partner read the story below. Then complete the last
sentence AND write at least two more sentences to finish the story.
Remind them to write complete sentences, correct punctuation,
capitalization, and best penmanship.

“The Ridiculous Tail”

Once there was a woman rattlesnake named Scaley. She would

sing with a marvelous voice and a vigorous shake of her rattle. The
poisonous reptile spent her busy days trying to become a prosperous
performer. The other women snakes would laugh when she sang. Scaley
had a sure impression they were jealous of her hopeful talent. The
humorous truth was that they thought it was a ridiculous medley. This
would make Scaley nervous because …

sentences will vary

Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 110: Assessment 11

Section A: w or qu before a; a before l; digraphs -oa, -oe

Dictate the following words: Say the word, use it in a sentence, and then repeat
the word. Students will write the word on the line. Each answer is worth 1-4
points, depending on the correct letters in each word.

1. swan 8. scald

2. croak 9. coach

3. wasp 10. wand

4. throat 11. malt

5. watch 12. swat

6. foe 13. calm

7. squad 14. boast

Section B: Digraph –aw, -au

Have students complete the word with either digraph –aw or –au. Each correct
answer is worth 2 points.

15. haunt 19. straw

16. gauze 20. outlaw
17. flaw 21. haul
18. launder 22. draw
Sections C & D: Have students practice the isolated sounds and sight words in
Sections C and D. You will listen to them after they’ve practiced. Words read
incorrectly will be marked with an X in the box. Each correct response is worth 2
points.

*The sight words in Section D will be assessed again on Lesson 120.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Assessment 11 (Lesson 110): Students may read from this page. Mark
incorrect responses on the student tests.

Isolated Sounds
C

23. ōa 25. au

24. ōe 26. aw

D Sight Words

27. bought 32. walk

28. mountain 33. thought

29. talk 34. daughter

30. laugh 35. father

31. brought 36. fought

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 111: The v|cv’ Pattern & Letters e, o, and u

Section A: Dictate the following sentence. Remind students to use best

penmanship, correct punctuation, and capitalization.

1. I am sure the mountain will erupt tomorrow.

Section B: Have students read the sentences and write the correct word that
completes it, using best penmanship.

_direct__
2. It was rough to
humane, superb, direct
traffic through the busy city.

3. Please _report___
report, erupt, remind
the lost money.

4. He will _rescue_ reduce, rescue, below

the monkey from the dangerous explosion.

5. The women _deserve a marvelous trip to the Atlantic Ocean.

release, because, deserve

_divide_
6. The men will the lunches into boxes beside the table.
divide, elect, depend

*This lesson also reviews sight words, digraph –ey, suffix –ous, and –es.

*Send Spelling List Week #23 home with students. They may write the
words at school or at home. A homework tip is provided to parents.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 112: The v|cv’ Pattern & Letters a and i

Section A: Have the students read the following words with a partner. Time them
for two minutes. If they finish the list of words before the two minutes are up,
have them read it again and again until the time is up. Explain any unknown words.

Row 1: ago salute amount about parade

Row 2: baton avoid adapt alike banana
Row 3: around aloud ahead away aboard

B Sentence Sleuth

Have students use the words provided to write a complete sentence, using
best penmanship, correct punctuation, and capitalization. Students may
choose any words from Section A to write on #6. Encourage students to use
adjectives in sentences.

Sentences will vary.

salute, parade

4. ___ ________
_________ __
aboard, away

5. ___ ________
_________ __
Choose words from Section A

6. ___ ________
_________ __
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 113: Final, Stable Syllables [cious, [tious

Section A: Have students read the following words (your choice). Explain any
unknown words. Read the description in the first column and write the word in the
second column. Then write the number of syllables in the third column. Do the
first two together.

delicious nutritious ferocious spacious gracious

suspicious cautious vicious fictitious ambitious
Description Word # Syllables
Synonym for false fictitious 3
Something that tastes good delicious 3
Synonym for careful cautious 2
A large space spacious 2
Healthy food nutritious 3
Antonym for nice vicious 2
Very polite gracious 2
Antonym for lazy ambitious 3

Read-Spell-Read the following sight words with a partner. Students take

B turns reading, spelling, and reading the word again. Have partners mark the
boxes with a check when the student completes each word.
Read, Spell, Read Read, Spell, Read

walk become
thought sure
mountain woman
talk both
father measure
brought daughter
through rough
fought laugh
women bought
tough busy
Phonics Grade 2 CCSD 2014
 ~Teacher Instructions~

Lesson 114: Sight Words, Part 9

Section A:

Echo read the sight words below as follows: Boys read a word, and girls echo it
until list is completely read. Next the girls will read a word, and the boys echo it.

poor often move live certain

give floor door climb beautiful

Section B:

Students change one letter in each word below to make a word from Section A.
Next, they write the word on the line. Do the first one together.

1. like_live 2. gave_ give

Write two words from Section A that rhyme with :

3. floor__ 4. poor_
Write the sight words from Section A in alphabetical order.

5. beautiful 10. give

6. certain 11. live
7. climb 12. move
8. door 13. often
9. floor 14. poor
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 115: Review

Section A: Review the final /k/ sound options before doing this section. Refer to
Spelling Rule Wall Card 2. Dictate the following words. Students will select ck, k,
ke, or c to complete the final /k/ sound.

1. garlic 6. spike

2. flick 7. shook

3. brake 8. frantic

4. pluck 9. risk

5. traffic 10. hawk

Section B: Giraffe Graph

Have students read the words below with a partner for two minutes, taking turns
on each word. On the first time, Partner A starts. Partner B begins reading on the
second time through the list. Explain any unknown words.

Row 1: value money govern sewer valley

Row 2: mildew jockey wonder knew kingdom

Row 3: parsley Monday rescue brew control

Phonics Grade 2 CCSD 2014

~Teacher Instructions~ Lesson 115 Continued

Giraffe Graph
Row 1: value money govern sewer valley

Row 2: mildew jockey wonder kingdom knew

Row 3: parsley Monday rescue control brew

Students will read the word and decide which column it should be graphed in,
according to the target sound it has. Look at the target sound at the bottom of
the graph and the color that goes with it. Students will circle the word above with
that color and then fill in one section of the graph with the same color. (e.g. target
sound /ue/ has green underneath it, so the word ‘value’ will be circled in green and
then one section of the graph above the /ue/ sound will be filled in green.) Do the
first row together, the second row with a partner, and the third row will be
completed by student alone.

GREEN RED BLUE ORANGE

Digraph Sound /ū/ Digraph Sound /ē/ Digraph sound Sound /o/
/ew/ (as in month)
(as in flew)

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 116: Final, Stable Syllables that Begin with ci, si, ti

Section A: Have students read the following words; you read the word first and
they echo it back. Explain any unknown words.

Row 1: crucial Martian physician efficient

Row 2: social partial magician electrician
Row 3: patient initial musician optician

Section B: Choose a word from above to complete the sentence, using best
penmanship. Optional: Have students work with a partner.

_physician__.
4. Another word for a doctor is a

5. An _optician___ is an eye doctor.

_will vary__
6. Write the initials of your name:

7. A _magician_____ can do magic tricks.

_electrician_.
8. A person who works with electricity is called an

_patient____.
9. To wait for your turn is to be

C Magician Memory Match:

Students should cut apart the word cards. They will play with a partner. Each
student will have his/her own set of cards. Each student will place his/her cards
facing down, on the floor in three rows of four (in front of them). Note: Students
may be able to see through paper when word cards are turned over. If you prefer,
you could run the word cards on construction paper for students. Students may
want to initial their cards before playing.

Challenge: Place all 24 cards face down on the floor in front of both students.
Play the game according to the rules.. *See rules and cards on next page.
Phonics Grade 2 CCSD 2014
 ~Teacher Instructions~
Lesson 116 Continued
RULES

*Decide who goes first.

*Student will take one of his/her cards and one of his/her partner’s cards to try to make
a match.
*The student should READ both cards and if a match is made, place both cards in a pile to
the side and take another turn.
* If a match isn’t made, the other person will take his/her turn.
*The game is over when all the cards have been matched. The person with the most cards
wins.

physicia
crucial Martian n

efficien social partial

t

electricia
magician patient
n
*Send Spelling
Phonics Grade 2List Week #24 home today. They may write the words at school or2014
CCSD at
home. A homework tip is provided to parents.
~Teacher Instructions~

initial musician optician

Lesson 117: Digraphs ei, ie

Section A: Have students read the words below as follows: Girls read row 1, boys
read row 2, then all read row 3. Have students read the list to self quietly, while
tracking with finger. They should continue to read until you give the signal to stop.
Explain any unknown words.

Row 1: veil seize pie rein receive

Row 2: chief tie vein ceiling neither

Row 3: lie niece thief die reindeer

Section B: Have students find a word above to match each picture below. Next,
they need to write each word using best penmanship on the lines below.

pie chief reindeer

ceiling thief rein

Phonics Grade 2 CCSD 2014
~Teacher Instructions~

die veil
Lesson 118: Quadrigraph eigh

Section A: Have students read the words in the box on your signal (snap, clap, tap,
etc.). Read as many times as you feel necessary. Working with a partner, students
will compose a sentence, using any of the words below. Sentence needs to have at
least five words, at least one adjective, correct punctuation, capitalization, and
written neatly. Allow five minutes. Those who finish early can compose another
sentence on the back. Then have partners share their sentence with another
partnership.

eight weight freight neighbor sleigh eighteen

sentences will vary

Section B: Review digraphs ey, ew
Have the student say the name of the picture. Circle the words in the box that
have the same ending sound as the picture.

knee play country only

enjoy Monday buy three

nephew two seesaw your

cube swoop drool walk

Section C: Have students unscramble the sentence below and write it correctly on
the line, using best penmanship.

attic hear Did a in Eric’s phantom the father?

Phonics Grade 2 CCSD 2014
 ~Teacher Instructions~

Did Eric’s father hear a phantom in the attic?

Section D: Have students draw an illustration for the unscrambled sentence in the
box.

Lesson 119: The v/ccv Pattern, Part 2

Section A: Have students read the words below with a partner for one minute. If
students finish reading all three rows before the time is up, they should read it over again.
Then put the vowel pattern and divide the words as follows: Do Row 1 as a class; Row 2
with a partner; and Row 3 alone. Give the students 4-5 minutes to complete the second
and third rows. At the end of the time, go over answers together.

Row 1: pa|trol’ ma’|cron vi’|brate a|float’

v|c c v v|c c v v |c c v v|c c v

Row 2: co’|bra a|cross’ se’|cret de|clare’

v|c c v v|c c v v|c c v v| c c v

Row 3: a|gree’ mi’|grate ze’|bra go’|pher

v|c c v v |c c v v |c c v v|c c v

Section B: “Letters in Hiding”

Have students read the word in the shape on the left. Outline the letters that spell the
word using a colored pencil or crayon. The letters could be together or split apart. Do the
first two together and the students can do the remainder alone.
This is a review
of digraph ue,
compass y r c b o t z m p a y s s digraph ew,
scribal o, and
pursue p w x u r v s c d u y e z sight words.

woman f h w g o i k m c x a n r

kingdom
Phonics Grade 2 CCSD 2014

clue
~Teacher Instructions~

p s l k u e i n g d o n m

c q r l s t z u y w v e b

i m r n p o c e u f g j h

n d s t a z x t b h u e i

Lesson 119 Continued

mildew j x m z i a s l w n d e w

b e h n c k n d o m e p w

x a t d h s r o e u g q h

e p v o q x r j a l y u e

r s z m l t o u n a g h i

m x a c n e p q i h t e w

f r e b a n t z e d o c m

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

a c x s y b o t z k l h e

become e g l n b a c u x t v s y

through a c y z o m n b t r e o l

value
m e z b t a s o u j r k e

j l f g a w o m u b e n a
tough

s a k g h u q t d r v w e
nephew

freedom

both

busy

control

measure

women

sure

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 120: Assessment 20

Section A: Dictate the following words. Students will select ck, k, ke, or c to complete
the final /k/ sound. Each correct answer is worth 2 points.

1. magic 6. poke

2. flock 7. prank

3. topic 8. basic

4. wick 9. wink

5. music 10. trike

*Note: Students should practice sections B, C, and D prior to you listening to them. You
will listen to them after they’ve practiced. Words read incorrectly will be marked with an
X in the box on the student sheet. Students can read off of the teacher copy (next page).

Section B: Isolated Sounds (2 points each)

11. ew 12. ūe 13. ēy
Section C: Scribal o, digraphs ew, ue, and ey words (each correct response is
worth 2 points each)

14. corkscrew 17. barbecue 20. confess

15. avenue 18. consume

16. kidney 19. London

Section D: Sight Words (3 points each)

21. fought 27. talk 33. woman 39. become

22. daughter 28. mountain 34. both 40. through

23. laugh 29. thought 35. rough

24. father 30. brought 36. women

25. walk 31. sure 37. measure

26. bought 32. busy 38. tough

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Assessment 20 Teacher Copy

*Students may read sounds and words off of this copy. Mark incorrect answers on
student sheet with an x in the box.

B Isolated Sounds

11. □ew 12. □ūe 13. □ēy

C 14. □corkscrew 17. □barbecue 20. □confess
15. □avenue 18. □consume
16. □kidney 19. □London

D Sight Words

21. □fought 31. □sure

22. □daughter 32. □busy
23. □laugh 33. □woman
24. □father 34. □both
25. □walk 35. □rough
26. □bought 36. □women
27. □talk 37. □measure
28. □mountain 38. □tough
29. □thought 39. □become
30. □brought 40. □through

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 121: Dropping Rule

*NOTE: Instead of using checkmarks and boxes like the lesson directs when you
teach the concept, use colored dry erase markers as indicated below. Then what
you do to teach the lesson will match this worksheet.

Dropping Rule: If a word ends with a silent e, drop the e before adding the vowel suffix.

Section A: “Good-bye E”

Do the first three together as a class, the next three with a partner, and the last
four alone. Encourage students to use best penmanship.

a. If the root word ends with a silent e, circle the root word in BLUE

b. If the suffix is a vowel suffix, circle the suffix in

ORANGE

c. If you have circled in BLUE AND

ORANGE then drop the
silent e before adding the suffix.

d. If you have circled only ONE color or NO COLORS, just add the suffix.

1. measure + -ed = _measured

2. tough + -ness = _toughness_
3. catch + -er = _catcher_ _
4. ripe + -ness = _ripeness _
5. wave + -y = _wavy___
Phonics Grade 2 CCSD 2014
 Lesson 121 Continued
~Teacher Instructions~

a. If the root word ends with a silent e, circle the root word in BLUE

b. If the suffix is a vowel suffix, circle the suffix in ORANGE

c. If you have circled in BLUE AND ORANGE then drop the

silent e before adding the suffix.

d. If you have circled only ONE color or NO COLORS, just add the suffix.

6. strange + -est = _strangest__

7. flame + -ing = _flaming___
8. soap + -y = _soapy____
9. live + -ing = _living____
10. rope + -ed = _roped____
11. wise + -est = _wisest___
12. fade + -ing = _fading__ _
13. climb + -er = _climber_ _
*Send Spelling List Week #25 home with the students today. They may write the
words at school or at home. A homework tip is provided to parents.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 122: Long Multi-Syllable Words;

Words with More Than One Affix
Section A: Read the words below together one word at a time as follows: Give
students a few seconds to look at the first word and decode (think time); on your
signal (snap, clap, etc.) have the class say the word; and verify the word by
repeating the correct word. Prompt students to find the “root” word and underline
it (give students a few seconds for each one). Discuss the answers. Continue this
pattern with each word. Explain any unknown words.

Row 1: vacationers provided conceived

Row 2: performances enormously entertainment

Row 3: circumstances unexpected destruction

Section B: “Melinda’s Miracle”

Read the story to the students as they follow along with their finger.
Carefully select one or two words in each sentence that you don’t read
and students provide (cloze reading). Students should read the story a
second time with a partner. Students will finish the story’s ending
using complete sentences, correct punctuation, capitalization, and best
penmanship. Encourage them to use adjectives to make sentences
“smarter”. Illustrate the story when finished. (Optional: share
endings with class at a later time.)

Phonics Grade 2 CCSD 2014

 Lesson 122 Continued

~Teacher Instructions~

“Melinda’s Miracle”
Once on the beautiful island of Bermuda, lived a fabulous acrobat
named Melinda. Her acrobatic performances became enormously
popular. She provided fantastic entertainment for the people of the
tropical community and the traveling vacationers. One foggy
September morning, a fierce hurricane suddenly smashed into the
fragile island. Within a few hours, the hazardous weather caused
considerable damage. The noise of a siren raged in the distance.
The unexpected destruction caused much fear and grief. Without
hesitation, Melinda conceived and organized a plan to help the
circumstances. She

She _________
(words and illustrations will vary)
*Some words were taken from the Reading Street story, “Fire
Fighter!”

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 123: Final, Stable Syllable [ture

Section A: Dictation

Dictate the following words to the students. Have them write the missing letter(s)
on the lines using best penmanship. You may want to use the words in a sentence.

1. signature 6. adventure
2. texture 7. vulture
3. furniture 8. moisture
4. picture 9. creature
5. sculpture 10. gesture
Section B: Sentence Sleuth

Have students use the words provided to write a complete sentence, using best
penmanship, correct punctuation, and capitalization. Encourage students to use
adjectives to make “smarter” sentences.

*sentences will vary

11. (both, mixture)

12. (hibernate, nature)

13. ( alphabet)

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 124: Sight Words, Part 10

Section A: Have students read the sight words below on your signal (e.g. snap,
clap, thumbs up, etc.). You may need to explain the meaning of any unknown words.

Row 1: touch special build caught hour

Row 2: built science course clothes heart
Section B: “Crack the Eggs”
Have students Read-Spell-Read the words below with a partner. Then find the egg(s) that
don’t have a sight word written in them and draw a jagged line down the middle of the egg
to “crack it”. Students may need to refer to the sight words in Section A.

science build reindeer weird course

piece freight special built eighty

hour neighbor weight caught height

either field clothes grief touch

Phonics Grade 2 CCSD 2014

 Lesson 124 Continued
~Teacher Instructions~

Optional Fun Activity: Instruct students to write a complete sentence on the back
using as many sight words from above (e.g. It took me an hour to build a special
heart in science class.)

*Section B also has words that review digraph ei, ie; and quadrigraph
eigh.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 125: Review Digraphs ei, ie; Quadrigraph eigh

Section A: Think-Pair-Share the following nonsense words. (Think and decode the
nonsense word, share with a partner on your signal, say it out loud as a class on
your signal.) This also reviews other sounds that have been learned.

1. pheightor 3. slightmue 5. trofectious

2. shewkey 4. dreighnoitly 6. gnashroidous

Section B: Dictation

Dictate the following sight words as students write them. You may use them in a
sentence, if you choose. After dictating the words, go over the correct spelling of
each word with the students, as this is only a review. Suggestion: Have students
rewrite any word spelled incorrectly with a colored pencil. (Several of these words
have been used in spelling lists, so this will be useful to see if students still
remember how to spell them.)

7. thought 12. mountain_

8. sure_ 13. walk___
9. through 14. laugh_
10. become 15. bought_
11. father_ 16. measure_
Phonics Grade 2 CCSD 2014
 Lesson 125 Continued
~Teacher Instructions~ “Flower Power”
Have students color the flowers, according to the code. Suggestion: Remind students
to color lightly, so the word can still be read after it has been colored.

Color Code: 1st pot: Purple- words where digraph ei says /ā/
2nd pot: Yellow- words where digraph ēi says /ē/
3rd pot: Pink- words where digraph iē says /ē/
4th pot: Orange- words where digraph īe says /ī/

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 126: Prefixes over-, pre-, under-

Section A: “Be a Prefix Pro”

Combine the prefix with the root word to make a new word. Encourage students to
use best penmanship. Then read the new word. Do the first two together; the
next two with a partner; and the remainder alone.

Prefix Root Word New Word

1. under line underline
2. over do overdo
3. pre cook precook
4. under water underwater
5. over look overlook
6. pre school preschool
7. under arm underarm
8. pre fix prefix
9. over sleep oversleep
Section B: Have students read the sight words on your signal (snap, clap, etc.)
Then have students read the words with a partner, taking turns.

Row 10: touch beautiful caught certain hour

Row 11: clothes science build climb heart

Row 12: often move give special course

Section C: Have students write in the missing letters for the sight words below
using the words from Section B as a guide.
13. spe cial 17. b eauti ful 21. certain

14. b uild 18. scienc e 22. h our

15. of t en 19. clo th es

16. clim b 20. h eart

Phonics Grade 2 CCSD 2014
 Lesson 126 Continued
~Teacher Instructions~
Sight Words:

touch beautiful caught certain hour

clothes science build climb heart

often move give special course

Section D: Sentence Sleuth

Have students write three complete sentences using the sight words from above.
Encourage correct punctuation, capitalization, use of adjectives, and best
penmanship.

*Sentences will vary

23. _______ ____

_______ ____
24. _______ ____
_______ ____
25. _______ ____
_______ ____
*Send Spelling List Week #26 home with the students. They may write the words
at school or at home. A homework tip is provided to parents.
Phonics Grade 2 CCSD 2014
~Teacher Instructions~

Lesson 127: Prefixes dis-, im-, in-, ir-, un-

Section A: “Be a Prefix Pro”

Echo read the following sentences. Then have students read with a partner for 1-2
minutes, taking turns on each sentence. Continue reading the sentences again and
again until the time is up.

1. The unhappy neighbors overlooked the unsafe government building.

2. It is impolite to argue with your father about the incorrect
definition.
3. Eighteen preschoolers were unable to unwrap the special science
equipment.
Section B: Circle the prefix in each word. Write the root word on the line using
best penmanship. Do three together as a class; the next three with a partner; and
the remainder alone. Give students 4-5 minutes to complete. When finished, go
over the answers. Explain any unknown words.

Circle Prefix Write Root Circle Prefix Write Root

4. indirect direct 10. uncommon common
5. improbable probable 11. irregular regular
6. dislocate locate 12. immodest modest
7. irresponsible responsible 13. disorder order
8. unscramble scramble 14. incomplete complete
9. disinfect infect 15. unbutton button

Section C: Circle the words with prefixes in the sentences from Section A. Can
you find eight words?

un-
dis-
in-
ir- im-

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 128: French Endings –ice, -ile, -ine

Section A: Read the words below on your signal (students should track with finger
as words are read): Boys read row 1; girls read row 2; boys read row 3; girls read
row 4. Read the words a second time with the girls starting and rotate to the
boys, etc. Note: Explain any unknown words, as needed.
Row 1: routine medicine service gasoline
Row 2: hostile justice mobile discipline
Row 3: machine office agile examine
Row 4: marine magazine practice determine

Section B: “Knick, Knack, Know”

Students will play this activity with a partner; one is Partner A and the other is
Partner B.
1. Partner A chooses a word and reads it out loud. If the word is read correctly,
partner A puts an “A” on that word. If the word is read incorrectly, no mark is
made.
2. Partner B takes a turn and does the same process as described above, except if
the word is read correctly, partner B puts a “B” on that word.
3. The first partner to get three A’s or B’s in a row, is the winner (across, down, or
diagonally)!
4. Proceed to another word box. Partner “B” begins the next round. Rotate
person starting rounds with each new word box.
5. When one paper is completed, use the other student’s paper and continue.

Sample:
ploy finalist vocalist
A B B Knick-Knack-
Know…
tourist oysters rarely
B A A 3 in a row!

starlets destroying avoiding Partner “A”

A B A wins!

Phonics Grade 2 CCSD 2014

~Teacher Instructions~
Lesson 128 Continued
Bonjour!

pasture receive initial puncture rein facial

delicious around education vicious baton organic

clothes touch built special build live

lecture brief social capture shriek partial

cautious awake kangaroo gracious banana general

caught hour course science heart poor

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 129: The v/v Pattern

Section A: Read the words as a class on your signal (snap, clap, etc.). Roll a die
and students will read each line as many times as the die was rolled (e.g. the die
was rolled with a ‘2’, so Row 1 is read two times).

Row 1: meow diet cruel boa

Row 2: diary Romeo quiet vacuum

Row 3: museum create violin rodeo

Section B: Alphabetize the words from Section A, using best penmanship. Do this
together as several words will be alphabetized to the third letter.

4. boa 10. museum

5. create 11. quiet

6. cruel 12. rodeo

7. diary 13. Romeo

8. diet 14. vacuum

9. meow 15. violin

Section C: Read the sentences below and write the word from Section A that
completes the sentence.

16. The busy musician will wear special clothes to play the violin at the rodeo.

17. Romeo and Violet will create an underwater sculpture for the educational
museum.

18. The baby boa constrictor was caught by the rough and tough lion.

19. Deon quietly wrote in her diary for one hour while her daughter vacuumed.

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

Lesson 130: Assessment 13

Section A: Digraph ay; Quadrigraph eigh

Direct students to look at the picture as it will give a clue to what the word is.
Choose digraph ay or quadrigraph eigh to complete each word. Each answer is
worth 1-3 points, depending on the amount of correct letters are written.

1.
eighty
2.
spray

3.
playground

4.
weigh
5.
clay

Section B: Digraphs ei, ie

Have students read each word. Then write the word in the correct column
according to the target sound, using best penmanship. Each correct answer is
worth 3 points.

Row 6: die veins leisure thief untie

Row 7: yield protein lies field brief
Row 8: weird reins either retrieve

Phonics Grade 2 CCSD 2014

~Teacher Instructions~

ei ēi iē īe

veins leisure thief die

reins protein yield untie
weird field lies
either brief
retrieve

Section C: Isolated Sound Quadrigraph eigh

Have students practice the following quadrigraph and then tell you what sound it
makes. An incorrect response will be marked with an X in the box on the student’s
sheet. A correct response is worth 3 points.

9. eigh

Section D: Sight Words

Have students read the following sight words to you after they have practiced
them. (Note: The italicized words were introduced in lesson 124 and haven’t been
practiced as much. You can choose to assess them now or at a later date.) An
incorrect response will be marked with an X in the box on the student’s sheet.
Each correct answer is worth 2 points.

10. poor 14. often 18. floor 22. caught 26. special

11. move 15. door 19. give 23. heart 27. course

12. certain 16. beautiful 20. touch 24. hour 28. clothes

13. live 17. climb 21. science 25. build 29. built

Phonics Grade 2 CCSD 2014

~Teacher Instructions~ Lesson 130: Assessment 13- Teacher Copy for Students to Read

C Isolated Sound

9. □eigh
D Sight Words

10. □poor 20. □touch

11. □move 21. □science
12. □certain 22. □caught
13. □live 23. □heart
14. □often 24. □hour
15. □door 25. □build
16. □beautiful 26. □special
17. □climb 27. □course
18. □floor 28. □clothes
19. □give 29. □built

Phonics Grade 2 CCSD 2014