Grade 2 ELAR TEKS 2.2B:Decoding Words

Learning Target: I can decode and spell words with prefixes.

Focuses On:

• Breaking apart words into a prefix and a base
• Combining a prefix and a base to spell a new word

Builds On:

1.2Bv:

Demonstrate and apply phonetic knowledge by: decoding words with inflectional endings, including -ed,

-s, and -es

Next Level:

3.2Av:

Demonstrate and apply phonetic knowledge by: decoding words using knowledge of prefixes

Read More:

This lesson is designed to support student's ability to decode and spell words with prefixes. Students begin by sorting words into either the "long u" or "short u" category.

The two instructional blocks in this lesson focus on decoding words with prefixes and spelling words with prefixes.

In the first instructional block, students practice breaking apart words into their prefix and base.

The second instructional block has students combining the prefix and base to spell a new word.

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 and spell words with the inflectional endings –s and –es.

Focuses On:

• Breaking apart words into the base word and inflectional ending
• Combining the base word and the ending to spell a new word

Builds On:

1.2Bv:

Demonstrate and apply phonetic knowledge by: decoding words with inflectional endings, including -ed,

-s, and -es

Next Level:

3.2Av:

Demonstrate and apply phonetic knowledge by: decoding words using knowledge of prefixes

Read More:

This lesson is designed to support student's ability to decode and spell words with -s and -es. Students begin by sorting one and two syllable words into the correct category.

The two instructional blocks in this lesson focus on decoding and spelling words with -s and -es.

In the first instructional block, students practice breaking apart words into the base word and the inflectional ending.

The second instructional block has students combining the base and ending to spell a new word.

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 and spell words with the inflectional endings –ed and -ing.

Focuses On:

• Breaking apart words into the base word and inflectional ending
• Combining the base word and the ending to spell a new word

Builds On:

1.2Bv:

Demonstrate and apply phonetic knowledge by: decoding words with inflectional endings, including -ed,

-s, and -es

Next Level:

3.2Av:

Demonstrate and apply phonetic knowledge by: decoding words using knowledge of prefixes

Read More:

This lesson is designed to support student's ability to decode and spell words with -ed and -ing. Students begin by sorting one and two syllable words into the correct category.

The two instructional blocks in this lesson focus on decoding and spelling words with -ed and -ing.

In the first instructional block, students practice breaking apart words into the base word and the inflectional ending.

The second instructional block has students combining the base and ending to spell a new word.

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 and spell words with the inflectional endings –er and –est.

Focuses On:

• Breaking apart words into the base word and inflectional ending
• Combining the base word and the ending to spell a new word

Builds On:

1.2Bv:

Demonstrate and apply phonetic knowledge by: decoding words with inflectional endings, including -ed,

-s, and -es

Next Level:

3.2Av:

Demonstrate and apply phonetic knowledge by: decoding words using knowledge of prefixes

Read More:

This lesson is designed to support student's ability to decode and spell words with -er and -est. Students begin by completing sentences with high frequency words.

The two instructional blocks in this lesson focus on decoding and spelling words with -er and -est.

In the first instructional block, students practice breaking apart words into the base word and the inflectional ending.

The second instructional block has students combining the base and ending to spell a new word.

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 and spell words with VCCV syllable patterns.

Focuses On:

• Breaking words into syllables
• Sounding out syllables in order to spell words

Builds On:

1.2Biii:

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

decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables

Next Level:

3.2.Aiv:

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

decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts

Read More:

This lesson is designed to support student's ability to decode and spell words with VCCV syllable patterns. Students begin by substituting beginning or ending letters to create new words.

The two instructional blocks in this lesson focus on decoding and spelling words with VCCV syllable patterns.

In the first instructional block, students practice breaking words into syllables in order to read the words.

The second instructional block has students breaking words into syllables and then sounding out each syllable in order to spell the word correctly.

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 and spell words with VCV syllable patterns.

Focuses On:

• Breaking words into syllables
• Sounding out syllables in order to spell words

Builds On:

1.2Biii:

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

decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables

Next Level:

3.2.Aiv:

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

decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts

Read More:

This lesson is designed to support student's ability to decode and spell words with VCV syllable patterns. Students begin by substituting beginning or ending letters to create new words.

The two instructional blocks in this lesson focus on decoding and spelling words with VCV syllable patterns.

In the first instructional block, students practice breaking words into syllables in order to read the words.

The second instructional block has students breaking words into syllables and then sounding out each syllable in order to spell the word correctly.

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 and spell words with VCCCV syllable patterns.

Focuses On:

• Breaking words into syllables
• Sounding out syllables in order to spell words

Builds On:

1.2Biii:

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

decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables

Next Level:

3.2.Aiv:

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

decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts

Read More:

This lesson is designed to support student's ability to decode and spell words with VCCCV syllable patterns. Students begin by substituting beginning or ending letters to create new words.

The two instructional blocks in this lesson focus on decoding and spelling words with VCCCV syllable patterns.

In the first instructional block, students practice breaking words into syllables in order to read the words.

The second instructional block has students breaking words into syllables and then sounding out each syllable in order to spell the word correctly.

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

Learning Target: I can decode and spell words with open and closed syllables.

Focuses On:

• Examining the first syllable of a word and determining if it is open or closed
• Spelling words by listening to the sounds in syllables

Builds On:

1.2Biii:

Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables

Next Level:

3.2Aii:

Demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

Read More:

This lesson is designed to support student's ability to decode and spell words with open and closed syllables. Students begin by sorting words into the long vowel or short vowel category.

The two instructional blocks in this lesson focus on decoding and spelling words with open and closed syllables.

In the first instructional block, students practice breaking words into syllables in order to decide if the first syllable is open or closed.

The second instructional block has students breaking words into syllables and then listening to the sounds in syllables in order to help spell 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 decode and spell words with the VCe syllables

Focuses On:

• Breaking words into syllables
• Spelling words by listening to the sounds in syllables

Builds On:

1.2Biii:

Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables

Next Level:

3.2Aii:

Demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

Read More:

This lesson is designed to support student's ability to decode and spell words with VCe syllables. Students begin by sorting words into the long vowel or short vowel category.

The two instructional blocks in this lesson focus on decoding and spelling words with VCe syllables.

In the first instructional block, students practice breaking words into syllables in order to identify the VCe syllable.

The second instructional block has students breaking words into syllables. Students practice spelling the word based on which syllable has the VCe.

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

Learning Target: I can decode and spell words with vowel teams.

Focuses On:

• Identifying vowel teams in words
• Spelling words by listening for vowel sounds

Builds On:

1.2Biii:

Demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables

Next Level:

3.2Aii:

Demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

Read More:

This lesson is designed to support student's ability to decode and spell words with vowel teams. Students begin by sorting words into the long vowel or short vowel category.

The two instructional blocks in this lesson focus on decoding and spelling vowel teams.

In the first instructional block, students practice identifying the vowel team in words and then determining what sound they represent.

The second instructional block has students breaking words into syllables. Students practice saying the syllables slowly to listen for the vowel sound that will help them spell the word.

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