Second Grade - ELA
4: Relationships
Unit 2: The Miraculous Journey of Edward Tulane
Lesson 6
Irregular Verbs
Students practice and produce irregular past-tense verb forms in Activity 1: they fill in blanks with past-tense verbs (e.g., drive/drove, sing/sang, sit/sat) and write opposite irregular forms in Part II (stand/stood, give/gave, make/made, drink/drank). The teacher prompts include mixing regular and irregular verbs and asking the child to supply past-tense forms orally (e.g., insert into "Yesterday, I ________"). The wrapping up asks students to say three sentences containing irregular past-tense verbs, reinforcing recognition and use of irregular spellings.
6: Reading
Unit 1: Semester 1
Lesson 1
Word Families and Long Vowel Review
The lesson's Skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences." The introduction and Facts and Definitions note that "long vowel sounds can be spelled in many different ways," and activities ask students to read irregular words and sight words (e.g., "know," "along," "while") and to "recognize and read grade-appropriate irregularly spelled words." Shared Reading questions prompt students to identify vowel sounds in words like "know," showing exposure to words whose spelling does not match simple letter-sound rules.
Lesson 2
Vowel Teams Review
The lesson explicitly lists "Identify words with inconsistent but common spelling-sound correspondences" as a skill. Students are asked to compare "say" and "says" and to note that adding -s changes the vowel sound, and they are asked to identify which long u words have the /yu/ vs /oo/ pronunciations. The lesson also has students examine that y can act as a vowel (my, by, why) and asks them to notice where spellings produce unexpected or variable sounds.
Lesson 3
Complex Consonants Review
Students practice identifying inconsistent correspondences when they read and sort words with hard and soft c and g (Activity 3.1), including underlining and color-coding words in a story by whether c or g is hard or soft and discussing exceptions (e.g., get, girl, geese). They work with silent initial consonants (kn, gn, wr) by unscrambling and naming words that begin with silent letters (Activity 4.1). The lesson also directs attention to the glued/ng ending sound (Activity 2.2) and lists the skill "Identify words with inconsistent but common spelling-sound correspondences."
Lesson 4
R-Controlled Vowels Review
Students read and compare words that show inconsistent spelling-sound patterns, for example discussing that er, ir, and ur can sound the same (Activity 5.1) and that "live" can have two pronunciations (Activity 1.3). Students practice identifying r-influenced vowels versus short vowels by coloring short-vowel words and R-controlled words (Activity 1.2). Students note irregular g pronunciations by reading and discussing "girl" versus "gem/germ" (Activity 3.1) and encounter a sight-word list containing irregular spellings (e.g., does, been, who).
Lesson 5
More R-Controlled Vowels
Students read and sort word cards into spelling-sound groups across multiple r-controlled patterns (ar/are/air; er/ear/eer; ir/ire; or/ore/oar/our; ur/ure/ur-e). They are asked to find pairs that sound the same but are spelled differently (hare/hair, stare/stair) and to note that ear can make three different sounds (long e, long a, and the sound in "her"). The skills list explicitly includes identifying words with inconsistent but common spelling-sound correspondences, and activities require students to pay attention to both sounds and spellings as they categorize and write words.
Lesson 6
Other Vowel Sounds
Students sort and write words into oi/oy and ou/ow columns (Activity 1.2 and 2.2), directly identifying different spellings that represent the same vowel sound. Students group words by multiple spellings that make the short o sound (al, wa, ough, aw, au, o) and glue them into categories (Activity 3.1). Students highlight words that show the two different pronunciations of oo (room vs. wood) and note exceptions such as aw appearing in the middle of words (Activity 3.3 and 2.1).
Lesson 7
More Long Vowel Spellings
Students are given explicit examples that the letter team ea can represent long a, long e, or short e (Facts and Definitions and Day 2 examples). Students read word lists and are asked to point out or underline the letters making the vowel sound (Activity 1.2, Activity 2.1) and to sort words by their vowel sounds (Long a/Long e/Long i sorting activities and rhyming groups). The lesson also contrasts ie in the middle versus at the end of words and notes ow as making two sounds in the Wrapping Up section, providing multiple instances where the same spelling corresponds to different sounds.
Lesson 8
Vowel Sounds Review
The Skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences," and the Who Makes the Sound? activity asks students to read word cards and place them in columns based on long vowel sounds (e.g., great, vein, weigh in the long a column). The instructions direct students to note that "long vowels can be spelled in several different ways" and to "point out that some spellings make more than one sound," and Word Hunt activities require students to find and write words from readers grouped by vowel sound despite varied spellings. The Fill in the Blanks and answer key include examples (sleigh, great, fruit, coin) that require students to map inconsistent spellings to their sounds.
Lesson 9
Complex Consonants: dge vs. ge
Students read and pronounce words such as gem, age, huge, gym, magic, and stage and are asked to note that g makes the /j/ sound when followed by e, i, or y. Students sort and write words into dge and ge columns (badge, judge, bridge, edge vs. page, large, cage, hinge) and highlight dge in words to observe where the pattern occurs. Students sort words by vowel type (short, long, r-controlled) and explain that dge follows short vowels while ge follows long vowels, r-controlled vowels, or when another consonant precedes the /j/ sound. Students write and read groups of dge and ge words and complete a crossword and word-building activities that require identifying and using these spellings.
Lesson 10
Complex Consonants: tch vs. ch, ck vs. k
The lesson explicitly asks students to read and identify words that "don't follow the rules," listing which, rich, much as examples of exceptions (Activity 1.2). The sight-word activity labels "watch" as another word that breaks the rules (Activity 1.3). Multiple activities (Activity 5.2 Spelling Pictures; wrap-up discussions) prompt students to read words aloud and note when spellings for /ch/ and /k/ do not follow the taught short-vowel/long-vowel patterns.
Lesson 11
Final e: ce, ve, ze, se
Students sort and read word lists for endings ce, ve, ze, and se (Activities 1.2, 2.1, 3.1, 4.1), including explicit groupings showing when final e does and does not change the vowel (e.g., Group 1 vs Group 2 for -ze). The "Sounds of se" activity has students listen for and place se words into /s/ and /z/ columns with provided word sets (mouse/house/geese → /s/; please/noise → /z/). The Skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences," and multiple activities ask students to read, sort, and explain irregular correspondences (e.g., piece/peace homophones, final-e not affecting vowel in dance/solve).
Lesson 12
Homophones
The lesson explicitly asks students to identify the vowel sound in long-a homophones and to name the letter combinations making that sound, then sorts words into groups (ai, a-e, ay, ei, ea) in Day 2. Activities have students pair and sort homophones for long e, long i, and long o, draw pictures for meanings, and complete writing and sentence tasks that require choosing words with different spellings for the same sound. The skills list also names "Identify words with inconsistent but common spelling-sound correspondences" as an explicit objective.
Lesson 13
Making Plurals
The lesson's skill list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences." Students encounter irregular plural forms (for example, children, geese, mouse, man) when sorting singular and plural columns and when identifying singular forms of plural words. Students also read and write sight words (e.g., around) and are asked to break words into syllables, giving limited exposure to atypical pronunciations.
Lesson 14
Uncommon Plurals
The lesson explicitly lists the skill "Identify words with inconsistent but common spelling-sound correspondences" and provides multiple activities where students read, sort, and match irregular plural forms (Activity 4.1 No Rules Plurals, matching page, and the irregular pairs like man/men, woman/women, child/children, mouse/mice, goose/geese). Students read sight words "children" and "women," are asked to name their singular forms, and are prompted to note that some plurals "don't follow any of these rules." Students also complete matching and write-the-plural activities that require recognizing irregular spellings and plural pronunciations.
Lesson 15
Words Ending with ed and ing
Students compare the words new and knew (Activity 1.3), discussing how knew relates to know and reading the sight word "knew." Students sort and pronounce past-tense -ed words into columns labeled /t/, /d/, and /id/ (Activity 4.1), reading and placing words like "baked," "called," and "nodded" by their ending sounds. The Skills list also explicitly includes "Identify words with inconsistent but common spelling-sound correspondences," and sight words include irregular forms such as "knew" and "often."
Lesson 16
Words Ending with er and est
Students read and sort lists of irregular comparative and superlative forms (Activity 5.1 "Unusual Comparing Words"), reading the words aloud and grouping base, comparative, and superlative forms such as good/better/best and bad/worse/worst. Students also read and sound out multi-syllable words with y endings (Activity 4.2), combining parts (/sill/ + /ee-er/ to read "sillier") and discussing how endings are pronounced. The skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences," and students practice reading words that do not follow the simple -er/-est pattern (the irregular comparing words).
Lesson 17
Semester Review
The lesson explicitly lists "Identify words with inconsistent but common spelling-sound correspondences" and "Recognize and read grade-appropriate irregularly spelled words" in the skills and introduction, indicating student focus on exceptions. Students practice patterns that often include inconsistent correspondences (hard/soft c and g, silent starts, final e, r-controlled vowels) through review tasks and activities. Students also build and read words in Build-a-Word (including endings like dge/tch) and practice sight words and homophones, which involve reading irregular or variable spellings.
Unit 2: Semester 2
Lesson 1
Compound Words
The lesson's Skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences," indicating this target is intended. In Activity 2.2 students read and analyze compound words such as "wherever," and the teacher points out that the silent e in "where" is dropped when forming "wherever," which draws attention to a spelling change. Activities ask students to read and recognize irregularly spelled words and sight words (e.g., "own," "color," "some") across multiple pages and to practice pronunciation of tricky parts (for example, pronouncing the "ache" in "headache").
Lesson 2
The Six Syllable Types
The lesson's Skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences," which states that students will work on this ability. The lesson also has a compare/contrast activity with the word pair "dinner" and "diner," where students note similar spellings but different vowel pronunciations, giving an example of how spelling and sound can vary.
Lesson 3
Open and Closed Syllables
The lesson's Skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences." In Activity 1.2 and 1.3 students underline vowels, apply the Tiger rule, and are instructed to try the Camel rule when the Tiger division produces an incorrect pronunciation (examples: camel). In Activity 2.3 students divide and read the sight word "never," explicitly noting it does not follow the Tiger rule and instead follows the Camel rule. Multiple student tasks (matching, sorting, and reading) require students to test pronunciations and re-divide words when initial decoding doesn't make sense.
Lesson 4
Syllables with R-Controlled Vowels
The skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences." In Activity 1.3 students are asked to list the different sounds for the letter sequence ear and to identify which of those sounds ear makes in the sight word "earth." In Activities 1.2, 2.2 and multiple student pages students sort and label words by ar/er/ir/or/ur patterns and circle the correct r-controlled vowel combination on a "Complete the Spelling" page, requiring them to choose between alternative spellings that map to similar sounds.
Lesson 5
Two-Syllable Words Ending in y
Students are asked to underline vowels and specifically underline the final y when it acts as a vowel (Activity 1.2 and the Puppy Rule activity). They sort and divide words into syllables by Tiger/Rabbit rules and read/labeled lists of two-syllable words ending in y (Activity 2.2, Puppy Words Sort). Students locate two-syllable words that end in y in the text (Activity 4.2) and practice spelling contrasts that show different pronunciations/representations of y (Activity 5.2: puny vs. punny, spelling and doubling rules).
Lesson 6
Possessives
The lesson explicitly lists the skill "Identify words with inconsistent but common spelling-sound correspondences." Students are given sight-word practice for "thought" (with a note that ough/ought sounds were reviewed) and a task to pronounce syllables in "be | tween." Students also practice the irregular spelling-sound chunk "neigh" in "neighborhood" by uncovering syllables and saying that "neigh" is pronounced "nay." Additionally, students locate the words "thought" and "between" in Chapter 1 during a word-finding activity.
Lesson 8
Two-Syllable Words with Silent e
The lesson explicitly directs students to read and analyze sight words with variable spellings: Activity 1.3 has students read "move" and explains that its /oo/ sound is spelled with a single o rather than the usual oo pattern. The same activity models multiple pronunciations for the letter team ea (beach = long e, bread = short e, great = long a) and asks the child to try each sound when reading "ready." The skills list and multiple activities ask students to recognize irregularly spelled words and to highlight or sort words that do not follow regular spelling-sound patterns (e.g., tasks that have students find and sort silent-e and irregular words in text).
Lesson 9
Vowel Teams
The lesson explicitly tells students that some vowel combinations can make more than one sound and gives ea as an example (eat, bread, steak). Activity 4.3 directs students to read words with ow/oy/aw and to underline the letters making the vowel sound, and the More Vowel Teams sorting asks students to categorize words by the /aw/, /ow/, and /oy/ pronunciations. The wrap-up asks students to read seafood, instead, greater and identify the different sounds made by ea in those words.
Lesson 10
Consonant Teams
The lesson's Skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences" and "Recognize and read grade-appropriate irregularly spelled words." Students are given sight word practice with the irregular words "once" and "friend" (Activity 1.3) and are asked to find and record those words in the text (Activity 4.2). The Panther Word Sentences and other worksheets require students to read and use words such as "surprise," "hundred," and "friend," providing repeated reading practice with irregularly spelled words.
Lesson 11
Consonant + le Syllables
Students read and compare the words near, learn, bear and are told that the grapheme ear usually makes /ear/ but can also make different sounds as in learn (short e), heard (short e), or bear (long a). The lesson asks students to read the sight word heard, locate it in the text, and practice its pronunciation. Day 4 asks students to read weathered and to identify the /d/ pronunciation of the -ed ending, and the Skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences."
Lesson 12
Suffixes
Students are asked to read the sight word card "brought" and are prompted with the note that "ough" makes a short o sound, directly calling attention to an inconsistent spelling-sound pattern. The lesson's skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences," indicating that this is a targeted learning goal. Students also read and practice other sight and theme words, providing context in which irregular correspondences might be noticed.
Lesson 14
Words Starting with q or a
The skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences." Students pronounce word pairs (batting/squatting, babble/squabble, reality/quality) to notice how qu changes the vowel sound and are told that quack is an exception. Students sort qu-containing words into columns by the sound the syllable with qu makes and highlight/underline qu words in a connected passage. Students also sort words that begin with a into categories (short a, long a, /uh/, /aw/) and are taught that -tion usually makes /shun/.
Lesson 15
Semester Review
The lesson's Skills list explicitly includes "Identify words with inconsistent but common spelling-sound correspondences." In Activity 2.2 the teacher tells students that some vowel and vowel combinations can make different sounds in different words and gives the example of ea in "feather" vs "teacher," then has students sort two-syllable words by vowel sound. In Activity 5.3 students review how "a" and "qua/qu" can vary in pronunciation (short a vs long a; qua shifting a toward a short o sound) and read a list of qu and a words and use them in sentences.