Grade 2: Skills Unit 1 Teacher Guide

This Unit 1 Teacher Guide contains background information and resources that the teacher will need to implement Unit 1, including an alignment chart between this unit and the Common Core State Standards; an introduction including planning tools, a list of strand components, goals and objectives, and an explanation of lesson format, components, and assessment; 22 lessons, including objectives, planning charts, procedures and activities, take-home material, and/or assessments; a Pausing Point; teacher resources; and the workbook answer key. By the end of this unit, students will be able to:

1. Read and understand decodable text of appropriate complexity for grades 2–3 that incorporates the specific code knowledge taught;
2. Read independently and demonstrate understanding of nonfiction/informational text in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range;
3. Use knowledge of the letter-sound correspondences that have been taught to distinguish and correctly read long and short vowels in one-syllable words: ‘a’ > /a/; ‘e’ > /e/; ‘i’ > /i/; ‘o’ > /o/; ‘u’ > /u/;
4. Decode two-syllable words with any combination of the following syllable types: closed syllables, magic –e syllables, vowel digraph syllables, r-controlled syllables, open syllables, consonant –LE syllables; 
5. Read and write words with the following inflectional endings and suffixes: –ing, –ed;
6. Read and write words with the following letter-sound correspondences: ‘a’ as /a/ (hat), /ae/ (paper), /ə/ (about), or /aw/ (wall); ‘i’ as /i/ (hit), /ie/ (item), or /ee/ (ski); ‘o’ as /o/ (hop), /oe/ (open), or /u/ (son); ‘e’ as /e/ (pet), /ee/ (me), or /ə/ (debate); ‘u’ as /ue/ (unit) or /u/ (but); ‘y’ as /y/ (yes), /ie/ (try), /i/ (myth), or /ee/ (funny); ‘ir’ (bird), ‘ur’ (hurt), or ‘er’ as /er/ (her); ‘ar’ > /ar/ (car) or /or/ (war); ‘al’ > /ə/ + /l/ (animal); ‘il’ > /ə/ + /l/ (pencil); ‘ul’ > /ə/ +/l/ (awful); ‘el’ > /ə/ + /l/ (travel), ‘le’ > /ə/ + /l/ (apple); ‘tion’ > /sh/ + /ə/ + /n/; ‘ph’ > /f/ (phone); ‘ch’ > /k/ (school); ‘wa’ > /o/ (water);
7. Read the following tricky words: he, she, we, be, me, the, was, of, a, do, down, how, to, two, what, where, why, from, once, one, could, would, should, there, said, says, why, word;
8. Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension;
9. Read and understand decodable text that incorporates letter-sound correspondences taught with purpose and understanding;
10. Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings;
11. Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary;
12. Read and write words in which ‘c’ > /k/ as in cat or /s/ as in city; ‘g’ > /g/ as in got or /j/ as in gem;
13. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
14. Use both regular and irregular past-, present-, and future-tense verbs orally and in own writing;
15. Use and expand complete simple and compound sentences orally and in own writing;
16. Spell and write one-syllable words using the letter-sound correspondences taught in grade 2, using the Individual Code Chart as needed; and
17. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark).

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades...
RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies,...
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Curriculum Map