2.F.P.1.a: Identify and produce all phoneme-grapheme correspondences for all consonants, including consonant blends and digraphs.

2.F.P.1.b:  Identify and produce both long and short vowel sounds for A, E, I, O, U, including final -e, vowel digraphs, r-controlled vowels, and diphthongs.

2.F.P.2.a:  Decode regularly spelled two-syllable words with a variety of spelling patterns (VVCC, VVCe, VCCC, VVCCC) by applying knowledge of basic phonics skills, including high-frequency words.

2.F.P.2.b:  Identify and decode parts of irregularly spelled words, including high-frequency words.

2.F.P.2.d:  Decode two-syllable words by applying knowledge of all major syllable types.2.F.P.3.a: Encode regularly spelled two-syllable words with a variety of spelling patterns (VVCC, CCVe, VCCC, VVCCC) by applying knowledge of basic phonics skills, including high-frequency words.

2.F.P.3.a: Encode regularly spelled two-syllable words with a variety of spelling patterns (VVCC, VVCe, VCCC, VVCCC) by applying knowledge of basic phonics skills, including high- frequency words.

2.F.P.3b: Identify and encode irregularly spelled words including high-frequency words.

2.F.P.3.d: Encode two - syllable words by applying knowledge of all major syllable types.

2.F.F.1.a:  Increase sight word vocabulary using decoding skills by reading grade appropriate regularly and irregularly.

2.F.F.1.b: Read a wide range of grade-level texts aloud with increasing automaticity. 

2.F.F.1.c:  Read a wide range of grade-level texts aloud with appropriate prosody (phrasing, expression, juncture/pause, and intonation) to demonstrate understanding.

2.F.H.1.a: Form all uppercase and lowercase letters and words with accuracy, consistency, and efficiency.

2.F.H.1.b: Form words and sentences efficiently.2.F.H.1.c:  Use appropriate spacing throughout the body of a text. 

L.GC.1.4:  Capitalize the first word of a sentence and the pronoun.

L.GC.1.12:  Capitalize proper nouns.

L.GC.1.13: Use periods, exclamation marks, and question marks at the end of sentences.

L.GC.1.18:  Use apostrophes to form contractions and singular possessive nouns.

2.L.GC.2.b:  Use a variety of simple and compound sentences (including a variety of sentence types) to develop clarity and coherence in written texts.

2.L.GC.2.c:  Use correct subject and verb agreement in sentence constructions.

2.L.V.1.a:  Acquire general, academic, and specialized vocabulary words and phrases through grade- level texts and 

2.L.V.1.b: Use grade-level general, academic, and specialized vocabulary words and phrases to communicate in a variety of settings.

2.L.V.2.a: Identify and use frequently occurring root words and affixes (e.g., prefixes, suffixes) to deconstruct words to determine or clarify meaning 

Phoneme-Grapheme Correspondences (2.F.P.1.a, 2.F.P.1.b) 

• Phoneme Flashcards: Create flashcards with consonant blends (e.g., “bl”, “st”, “gr”) and digraphs (e.g., “sh”, “ch”, “th”) on one side, and matching pictures or words on the other. Go through these cards and have your child say the sounds as they see the blends/digraphs.
  
  

• Phoneme Bingo: Make bingo cards with consonants, vowels, and blends. As you say a phoneme (e.g., “ch”), they can mark it off if it's on their card. This makes phonics practice more interactive and fun.
  
  

• Phoneme Sorting: Use small objects, toys, or pictures that begin with different consonants or vowel sounds. Sort them by their phoneme (e.g., all the pictures that begin with “ch” or “sh”). This can help with phoneme recognition.

Decoding Regularly Spelled Two-Syllable Words (2.F.P.2.a, 2.F.P.2.b, 2.F.P.2.d) 

• Word Building: Write out two-syllable words (e.g., “sunny,” “happy,” “pencil”) on paper and cut them into syllables. Have your child put the pieces together to form the words, saying each syllable out loud as they build the word.
  
  

• Word Hunts: While reading books together, highlight two-syllable words or other phonics patterns that your child is learning. Have them decode the words as you read aloud, providing support as needed.
  
  

• Syllable Clapping: Break words into syllables by clapping or tapping. For example, say "ta-ble" while clapping your hands for each syllable. This helps your child visually and physically understand the word’s structure.

Encoding Two-Syllable Words (2.F.P.3.a, 2.F.P.3.b, 2.F.P.3.d) 

• Spelling Bee: Host a family spelling bee where your child has to spell out two-syllable words with different phonics patterns (e.g., “pencil,” “doctor”). Provide clues or visuals if they get stuck.
  
  

• Story Writing: Encourage your child to write short stories or sentences using two-syllable words they are learning. Help them sound out the words as they write, reinforcing both their spelling and phonics skills.
  
  

• Build-a-Word: Use letter tiles or magnetic letters to build words together. For example, for "sunny," they’ll start with “s” and “u” for the first syllable, then add “n” and “y” for the second syllable.

Increasing Sight Word Vocabulary (2.F.F.1.a, 2.F.F.1.b) 

• Sight Word Scavenger Hunt: Create a list of sight words and hide them around the house or yard. Have your child find the words and read them aloud. You can make this a timed challenge or a treasure hunt for added fun.
  
  

• Sight Word Games: Play “sight word memory” or “sight word go fish” where cards with sight words are shuffled and then matched. This helps reinforce their vocabulary in a fun way.
  
  

• Sight Word Sentences: Encourage your child to write sentences using their sight words. For example, “I like to play outside.” Read these sentences together, and have your child practice reading them aloud.

Reading Aloud and Prosody (2.F.F.1.c) 

• Echo Reading: Choose a simple story and read a sentence aloud with expression, then have your child “echo” you by repeating it with the same intonation, rhythm, and pause. This builds their prosody and fluency.
  
  

• Reader's Theater: Turn a favorite story into a “reader’s theater.” Have your child act out parts of the story while reading aloud. Use expression, change voices, and emphasize punctuation to make it more fun.
  
  

• Phrasing Practice: Read a book aloud and encourage your child to pause appropriately at punctuation marks (commas, periods, exclamation points). Focus on how to “breathe” during pauses and emphasize the right words for meaning.

Writing: Capitalization and Punctuation (2.F.H.1.a, 2.L.GC.1.4, 2.L.GC.1.13) 

• Sentence Building: Create sentences together, ensuring that the first letter is capitalized and the sentence ends with a period or exclamation mark. For example, “I like ice cream!” or “What is your favorite color?”
  
  

• Punctuation Hunt: While reading together, identify different punctuation marks and discuss why they are used (e.g., periods for statements, question marks for questions, and exclamation marks for excitement).
  
  

• Capitalization Games: Have your child write or say a list of names (e.g., their family members, favorite places) and practice capitalizing the first letter of each proper noun.

Word Structure: Root Words and Affixes (2.L.V.2.a) 

• Prefix and Suffix Exploration: Introduce common prefixes (e.g., “un-,” “re-”) and suffixes (e.g., “-ed,” “-ing”). Use index cards to write base words like “play” and then add prefixes and suffixes to make new words. Ask your child to guess the meanings of the new words.
  
  

• Affix Word Wall: Create a word wall where you display root words and their affixes. Have your child build new words by adding prefixes and suffixes to the base words.
  
  

• Story Time with Affixes: While reading stories together, highlight words with prefixes or suffixes. Ask your child what the base word is and how the affix changes its meaning (e.g., “unhappy” or “raced”).

Sentence and Grammar Structures (2.L.GC.2.b, 2.L.GC.2.c) 

• Sentence Building Blocks: Use word cards or tiles to form different kinds of sentences, focusing on subject-verb agreement. Ask your child to make sure that the subject and verb match in number (e.g., “The dog runs” vs. “The dogs run”).
  
  

• Grammar Games: Play games like “Sentence Scramble” where you mix up words and have your child reorder them into a proper sentence. Discuss what makes a sentence correct, focusing on punctuation and subject-verb agreement.
  
  

• Write Together: Help your child write a short paragraph or story. As you write, focus on making sure they use proper sentence structures, including correct punctuation and capitalization.