Grade 2 ELAR TEKS 2.2A:Phonological Awareness

Learning Target: I can choose words that rhyme.

Focuses On:

• Identifying the ending sound of a word.
• Matching and generating words that rhyme.

Builds On:

1.2Ai

Demonstrate phonological awareness by: producing a series of rhyming words.

Next Level:

3.2Ai

The student is expected to demonstrate and apply phonetic knowledge by:

decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en.

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This lesson is designed to support student understanding of rhyming words. Students begin by sorting words into the category of "long i" or "short i."

The instructional blocks in this lesson focus on identifying the ending sound of a word in order to match or create words that rhyme.

In the instructional block, students identify the ending sounds of words and then match words based on their ending sounds. Students also think of words that rhyme with a given word based on the ending sound.

Short paragraphs and sentences are intentionally built throughout the lesson to support deeper understanding and put student learning into context. 

Learning Target: I can distinguish between long and short vowels in one syllable and multi-syllable words.

Focuses On:

• Sorting single syllable words into long or short vowel categories.
• Sorting multi-syllable words into long or short vowel categories.

Builds On:

1.2Aiii

Demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable words.

Next Level:

While there is not a direct connection to a third grade standard, 2.2A ii supports phonological work in upper grade levels.

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This lesson is designed to support student understanding of long and short vowels. Students begin by sorting words into the category of one syllable or two syllables.

The two instructional blocks in this lesson focus on sorting single syllable words into long or short vowel categories and sorting multi-syllable words into long or short vowel categories.

In the first instructional block, students sort single syllable words into long or short vowel categories.

The second instructional block focuses on determining whether a multi-syllable word with a highlighted vowel fits into the long or short vowel category.

Short paragraphs and sentences are intentionally built throughout the lesson to support deeper understanding and put student learning into context. 

Learning Target: I can make new words by changing phonemes.

Focuses On:

• Manipulating beginning phonemes of words.
• Manipulating ending phonemes of words.

Builds On:

1.2Avi

 Demonstrate phonological awareness by: manipulating phonemes within base words.

Next Level:

While there is not a direct connection to a third grade standard, 2.2A iv supports phonological work in upper grade levels.

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This lesson is designed to support student understanding of phonemes. Students begin by sorting words into the category of one syllable or two syllables.

The two instructional blocks in this lesson focus on manipulating the beginning phonemes of words and manipulating the ending phonemes of words.

In the first instructional block, students change the beginning sounds of words to create new words.

The second instructional block focuses on changing the ending sounds of words to create new words.

Short paragraphs and sentences are intentionally built throughout the lesson to support deeper understanding and put student learning into context. 

Learning Target: I can read high frequency words

Focuses On:

• Recognizing and reading high frequency words

Builds On:

1.2Bvi

Demonstrate and apply phonetic knowledge by: identifying and reading at least 100 high-frequency words from a research-based list.

Next Level:

3.2Avii

Demonstrate and apply phonetic knowledge by: identifying and reading high-frequency words from a research-based list.

Read More:

This lesson is designed to support student recognition of and ability to read high frequency words. Students begin by sorting words into either the "long i" or "short i" category.

The two instructional blocks in this lesson focus on reading high frequency words.

In the first and second instructional blocks, students practice reading high frequency words.

Short paragraphs and sentences are intentionally built throughout the lesson to support deeper understanding and put student learning into context.