English Language Development

Phonics and Word Recognition

Instruction in grade two fosters children’s knowledge of and ability to apply grade-level phonics
and word analysis skills in decoding words both in isolation and in text (RF.2.3a–f). Figure 4.18
displays standards, with examples, that are targeted for achievement by the end of grade two. The
standards build on foundational skills acquired in grade one. Assessment is crucial for determining
whether children have, in fact, acquired the prerequisite skills. If not, instruction should target the
needed skills and progress to grade-level standards as soon as reasonable for the individual student.
Advanced learners may already demonstrate some, even many, of the grade-two skills. They should
be provided instruction that furthers their knowledge. In other words, all students should be provided
instruction that is intellectually stimulating and appropriately challenging.

Figure 4.18. Grade Two Standards in Phonics and Word Analysis Skills with Examples

Standard 3 Example

a. Distinguish long and short vowels

when reading regularly spelled

one-syllable words.

When children see the printed word man, they say the

word and indicate that the vowel sound is short. When

they see the printed word ride, they say the word and

indicate that the vowel sound is long. They sort words

into two categories: words with a short vowel sound

and words with long vowel sound.

b. Know spelling-sound

correspondences for additional

common vowel teams.

When children see the printed vowel combination ou in

the word ouch, they pronounce it correctly. When they

see the vowel combination aw in the word law, they

pronounce it correctly.

c. Decode regularly spelled two-

syllable words with long vowels.

When children see the word reader, they recognize the

long vowel team ea and the r-controlled vowel er and

pronounce the word accurately.

d. Decode words with common

prefixes and suffixes.

When children see the word dislike, they recognize the

prefix dis- and the base word like and pronounce the

word accurately. Other common prefixes include un-,

re-, and in-. Common suffixes include -s, -ed, -ing, -er.

e. Identify words with inconsistent

but common spelling-sound

correspondences.

When children see the words team and head,

they recognize that the ea letter combinations are

pronounced differently in the two words and say the

words accurately.

f. Recognize and read grade-

appropriate irregularly spelled

words.

When children see the word does, they pronounce it

accurately. The number of irregularly spelled words

that they recognize by sight increases significantly.

Instruction in phonics and word recognition is carefully sequenced so that less complex
understandings precede more complex ones and new learning is built upon previously acquired
knowledge.

One technique for teaching students to decode words is to engage them in building words using
the letter-sound and spelling-sound correspondences they have learned. Students manipulate ceramic
or magnetic letter tiles or move letters on an interactive white board to construct words as directed

Grade 2 Chapter 4 | 327