Level Two Skills and Concepts
A second grader's spelling experiences should include—
spelling by analogy (onsets and rimes: _ill-bill, fill, hill) short vowel spelling patterns (words with one vowel: him) long vowel spelling patterns (long a: make, day, rain) consonant spelling patterns (/k/: came, kite, back, question, school) spelling digraphs (sh/should, ch/much, th/another, wh/which) spelling double letter words (off, still, glass) irregular spellings (many, does, great, said) silent letters (would, people, know, like) r-controlled vowels (more, her, first, part) predicting spellings in guided writing spelling consonant blends (clap, stem, brush) consonant and vowel letter substitutions (letter card manipulations)
Further, students should learn strategies that enable them to anticipate the spelling of a word, such as— long vowel words are often spelled with two vowels (like), /ou/ is consistently spelled ou (about) or ow (down), a long i or a long e sound at the end of a word is usually spelled y (many, why).
Spelling experiences should be integrated with opportunities for language growth, such as—antonyms (down/up), synonyms (little, tiny), homophones (no/know), homographs (does, use, read), regular and irregular plurals (days, men, ladies, dishes), contractions (wouldn't, you're), multiple meanings (can, will), idioms (up and coming, up in arms), sorting words (by phonic properties, structural attributes, meaning), compound words (highway), vocabulary development through the discussion of unfamiliar words, such as those generated in patterning activities (way, play, stray).
Students should explore other word forms of high-use writing words through the addition of prefixes (re, un) and suffixes (s, ed, lng, es, er, est. Iy, ful, y), and the basic rules that govern their use. such as— the addition of suffixes to words in which the final consonant is doubled, the final silent e is dropped, the final y is changed to i, and the final letter is s, x, sh, ch, or z. Further, students should explore irregular verb forms.
Explicit instruction in visual skills is essential, including the Word Preview—then students apply these skills in writing and proofreading.
Students need abundant writing opportunities to work toward the mastery of Core Words 1-170, to grow them into many more words, and to maintain 100% accuracy in all everyday writing for Priority Words 1-35 (by the end of the school year).
Rebecca Sitton's SPELLING SOURCEBOOK Series. 888-W E-SPELL INCREASING ST\JDENT SPELLING ACHIEVEMENT Copyright 2003 Egger Publishing Inc. Reprinted with permission