Foundational Skills
Phonics and Word Recognition
Standard
Focus Skill
Description
CCSS.ELA-Literacy.RF.2.3
Note spelling patterns of final consonant blends
Recognize associated spelling patterns of final consonant blends (e.g., pick the letters that make the last sound in the word desk)
CCSS.ELA-Literacy.RF.2.3b
Identify vowel teams pronounced multiple ways
Use knowledge of multiple pronunciations of vowel team spelling patterns to decode associated words (e.g., read, bread; hear, learn; pie, piece)
CCSS.ELA-Literacy.RF.2.3c
Decode words with long vowel digraphs
Decode words with long vowel digraphs (e.g., pick the word need: nede, nead, need) and isolate the spelling pattern used (e.g., pick the vowel team that spells the long a sound in tail: ae, ai, au)
CCSS.ELA-Literacy.RF.2.3a
Distinguish short / long vowel sounds to read
Distinguish short vowel sounds from long vowel sounds to read single-syllable words (e.g., reading the words egg, we, and key, students identify egg as having the short vowel sound)
CCSS.ELA-Literacy.RF.2.3b
Decode grade-appropriate words with diphthongs
Decode grade-appropriate words with diphthongs (e.g., read the words prize, poor, and point and recognize that point has the /oi/ sound)
CCSS.ELA-Literacy.RF.2.3e
Decode words with diphthongs
Decode words with diphthongs and isolate the spelling patterns used (e.g., read the words brown, broun, and brawn, and understand that brown is the correct spelling)
CCSS.ELA-
Literacy.RF.2.3b
Decode words with variant vowel teams
Identify spelling patterns for variant vowel teams and decode words (e.g., pick the word with the /ü/ sound [as /oo/ in smooth] from choices luck, food, rope)
CCSS.ELA Literacy.RF.2.3e
Read and spell words with inconsistent patterns
Decode, read, and spell words with inconsistent but common spelling patterns (e.g., ph, wr, kn, gh, igh, ight, eigh, ough, ought)
CCSS.ELA-Literacy.RF.2.3f
Read irregularly spelled words automatically
Recognize and automatically read grade- appropriate irregularly spelled words (e.g., answer, beautiful)
CCSS.ELA-Literacy.RF.2.3c
Decode multisyllable grade-level words
Use knowledge of regularly spelled syllable patterns to decode multisyllable grade- level words (e.g., read a word such as even by picking the correct syllable breaks)
CCSS.ELA-Literacy.RF.2.3d
Decode words with common affixes / base words
Decode words with common affixes (e.g., un-, re-, over-, -er, -est) and familiar base words
CCSS.ELA-Literacy.RF.2.3e
Read words with same sound, different spelling
Recognize and read words with the same sound but different spelling patterns (e.g., know/no, kite/light, sleigh/hay, phone/fork)
Fluency
CCSS.ELA-Literacy.RF.2.4a
Identify purpose for reading on-level texts
Identify purpose for reading (e.g., for enjoyment, to answer a question) and comprehend on-level texts demonstrated by rereading favorite parts to self or other audience or by answering pre-reading questions
CCSS.ELA- Literacy.RF.2.4b
Read aloud second-grade text fluently
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet second- grade benchmarks
CCSS.ELA-Literacy.RF.2.4b
Read with increasing fluency and expression
Read on-level texts aloud with increasing smoothness and appropriate expression (e.g., using different voices for different characters)
CCSS.ELA- Literacy.RF.2.4c
Use text features to confirm words in context
Confirm or correct understanding of a word in context through the use of various text features (e.g., illustrations, bold print, glossaries), phonics (e.g., sounding out words, especially initial and final letters), and by applying repair strategies (e.g., slowing reading pace and/or rereading aloud)