Mrs. Carr

 
Second Grade Spelling Skills
 
 
A second grader's spelling experience should include:
 
spelling by analogy (onsets and rimes : _ill - bill, fill, hill)
short vowel spelling patterns (words with one vowel)
long vowel spelling patterns ( make, day, rain)
consonant spelling patterns (/k/: came, kite, back, school)
spelling digraphs (ch/much, sh/should, th/another, wh/which)
spelling double-letter words (off, glass, still)
irregular spellings (many, does, great, said)
silent letters (would, people, know, like)
r-controlled vowels (more, her, first, part)
predicting spellings in writing
spelling consonant blends (clap, stem, brush)
introduction of possessive pronouns (his, my)
spells plurals and verb tenses correctly
Common spelling patterns (dropping silent e before adding ing)
 
Students will learn strategies that enable them to anticipate the spelling of a word. These strategies should be integrated with opportunities for language growth. This might include antonyms (hot/cold), synonyms (little/tiny), homophones (no/know), homographs (read/read), regular and irregular plurals (men, ladies), contractions (you're), multiple meanings (can, will), idioms (up in arms), compound words (highway), and vocabulary development through the discussion of unfamiliar words.
 
Students should explore other word forms of high-use writing through the addition of prefixes and suffixes and the basic rules that govern their use. Students should have opportunities to double the final consonant, drop the final silent e and change the final y to an i.
 
Explicit instruction in visual skills is essential. This is done in every spelling unit during the Word Preview. Students are then expected to apply these skills in writing and proofreading.
 
Students need abundant writing opportunities to work toward the mastery of Core Words 1-170, to grow more words and to maintain 100% accuracy in all everyday writing for Priority Words 1-35 by the end of the school year.