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Midland ISD
2014-2015
2nd Grade Spelling Year at a Glance
Date TEKS Spelling Principle
9/2-9/5 Set up Spelling Notebooks
9/8-9/12 2.23A Match sounds to letters to construct unknown words
9/15-9/19 2.23A Match sounds to letters to construct unknown words
9/22-9/26 2.23A Match sounds to letters to construct unknown words
9/29-10/3 2.23A Match sounds to letters to construct unknown words
10/6-10/10 2.23A, 2.23Bi Consonant pattern dr
10/13-10/17 2.23A, 2.23Bi Consonant pattern tr
10/20-10/24 2.23Biii Long Vowels
10/27-10/31 2.23D Words with inflectional endings -ed
11/3-11/7 2.23Bii R-controlled vowels – ar and er
11/10-11/14 2.23Bii R-controlled vowels – ir and or
11/17-11/21 2.23Bii R-controlled vowels – ar and ur
11/24-11/25 No Lesson or Principle
12/1-12/5 2.23Biv Vowel digraphs - oo
12/8-12/12 2.23Biii Long Vowel Patterns – ake and ice
12/15-12/19 No Lesson or Principle (Reading Assessment Week)
1/5-1/9 2.23E Contractions
1/12-1/16 2.23Bi Hard and soft c
1/20-1/23 2.23Bi Hard and soft g
1/26-1/30 2.23Biv Vowel digraphs - oo
2/2-2/6 2.23Biv Vowel digraphs - ai
2/9-2/13 2.23Bii R-controlled vowels – or
2/17-2/20 2.23Biii Long Vowel Patterns – ore and oke
2/23-2/27 2.23E Contractions
3/2-3/6 2.23E Words with inflectional endings -ing
3/16-3/20 2.23Biv Vowel digraphs - ee
3/23-3/27 2.23Biv Vowel digraphs – ea and oa
3/30-4/3 2.23Biv Diphthongs - ou
4/6-4/10 2.23Biv Diphthongs - ow
4/13-4/17 2.23Biv Diphthongs - aw
4/20-4/24 2.23Biii Long Vowel Patterns – ame and ate
4/27-5/1 2.23Biv Vowel digraphs - ay
5/4-5/8 2.23C High-frequency words
5/11-5/15 2.23C High-frequency words
5/18-5/22 2.23C High-frequency words
5/25-5/29 No Lesson or Principle
Weekly Spelling Routines and Procedures
Monday New Principle
Introduce Principle
Administer Pretest
Student List
Tuesday Look, Say, Cover, Write,
Check
Wednesday Speller’s Choice
Thursday Speller’s Choice
Friday Test
***4 day weeks, only allow for 1 day of Speller’s Choice***
Speller's Choice
Directions: Choose at least 2 activities to complete each week. Complete all written work in your spelling
notebook.
1. ABC Order: Write your words in alphabetical order.
2. Rainbow Words: Use 3 different colors to write your words.
3. Silly Sentences: Use all of your words in 10 silly sentences.
4. Triangle Words: Write your words adding one letter at a time. The result will be a triangle.
Example: star
s
st
sta
star
5. Computer Fun: Use your computer to type your words. Use different fonts and make it look
really fun. Be sure to print it out and glue it on your homework paper!
6. Memory Match: Write your spelling words on index cards (make two sets). Play concentration
by yourself or with a partner. Each time you match a set spell the word aloud (without looking
at cards).
7. Vowel Circles: Write each of your spelling words, then go back and circle all of the vowels in
each word.
8. Upper and Lower: Write your spelling words in UPPERCASE letters, then write them in
lowercase letters. Example: SLIDE slide
9. Fancy Fingers: Use your fanciest handwriting to write your letters with curly, dotty, or other
fancy letters.
10. Across and Down: Write each of your spelling words across and then down (starting with the
first letter).
Example: when
when
h
e
n
Spelling Lesson Plans
Set up Spelling Notebooks: 9/2-9/5
T-F
TEKS:
Obj: We will set up a Spelling Notebook.
Product: I will set up my Spelling
Notebook.
Model setting up Spelling Notebook with
students under a document camera.
Label the Front Cover “Spelling
Notebook” and Name
Paste a copy of the Speller’s Choice page
on the inside of the Back Cover
Collect Notebooks and store in
classroom for daily use. Ensure that
students are able to access them during
centers or independent work time each
day.
Students need to be complete this by the end of
this week.
Spelling Lesson Plans
High Frequency Words: 9/8-9/12 M TEKS: 2.23A
Obj: We will match sounds to letters to spell
unknown words.
Product: I spell words by taking a pretest
and correcting my errors.
Introduce the Spelling Principle:
Writers need to know how to match
sounds to letters to spell words.
Administer the Pretest:
Use Word List provided to give students
a pretest in their Spelling Notebook.
Display List or Distribute Spelling List
Students correct Pretest and identify words
they need to study.
T
TEKS: 2.23A
Obj: We will match sounds to letters to spell
unknown words.
.
Product: I spell words by using the Look,
Say, Cover, Write, Check Routine.
- Review the principle for this week.
- Model the Look, Say, Cover, Write, Check
Routine with your students. “Today you will
learn another way to study your words.”
1. Under the document camera, display the
Look, Say, Cover, Write, Check Sheet and then
place it in the precut file folder with all the flaps
open. Explain that you will demonstrate how to
use Look, Say, Cover, Write, Check to study
words. (If you are not going to use the precut
folder, you will need to model this routine
using a notecard in your Spelling Notebook.
Create 3 vertical columns on your paper by
folding or drawing. Number your paper to
accommodate the number of words on your
list.) See Handouts for Details
2. “You will write one of your words in the first
column and say it. Then you cover it with the
first flap (or your notecard).”
3. “Write the word from memory in the 2nd
column. Lift up the 1st flap (or your notecard)
and check the word letter by letter.” Correct the
word if it is misspelled. Demonstrate this
process.
4. Repeat the same process in the 3rd column
with the same word.
Research has proven that this is an effective
procedure for learning how to spell words and
the repetition using this strategy is crucial!
5. If the word is still misspelled in the last
column, show students how to highlight the part
to remember (e.g., an omitted letter or a
substituted letter)
6. Guide students through this process using the
next 4 words on their spelling list. They will
complete the last 5 words independently.
You will want to scaffold this routine to
independence over the course of the next several
weeks.
W
TEKS: 2.23A
Obj: We will match sounds to letters to spell
unknown words.
.
Product: I spell words by completing an
activity from the Speller’s Choice list in my
spelling notebook.
Speller’s Choice
Explain each activity on the list and how
you want it to be completed.
Model completing an activity in your
teacher Spelling Notebook.
Students may choose to complete the same
activity or a different activity in their
Spelling Notebook.
Each week, you may want to model a different
activity. You will want to scaffold this routine
to independence over the course of the next
several weeks. This may be assigned as
homework, as a center, or as independent work.
In a 4 day week, time only allows for 1 day of
Speller’s Choice.
Th
TEKS: 2.23A
Obj: We will match sounds to letters to spell
unknown words.
.
Product: I spell words by completing an
activity from the Speller’s Choice list in my
spelling notebook.
Speller’s Choice
Model completing an activity in your
teacher Spelling Notebook.
Students may choose to complete the same
activity or a different activity in their
Spelling Notebook.
Each week, you may want to model a different
activity. You will want to scaffold this routine
to independence over the course of the next
several weeks. This may be assigned as
homework, as a center, or as independent work.
F
TEKS: 2.23A
Obj: We will match sounds to letters to spell
unknown words.
.
Product: I spell words on a spelling test.
Spelling Test
Administer the word list to your students
in random order.
Administer the 5 high frequency words to
your students.
Spelling Principle
Writers need to know how to match sounds to
letters to spell words.
1. hand
2. tent
3. best
4. help
5. sink
6. pond
7. dust
8. lamp
9. nest
10. bump
Look, Say, Cover, Write, Check
(Precut Folder)
Step 1
Step 2
Step 3
Step 4
Look, Say, Cover, Write, Check
(Notecard in Spelling Notebook)
Step 1 Step 2
Step 3
Step 4
Name:
1 2 3 4 5 6 7 8 9
10 11 12 13 14 15
Lo
ok
, Say
, Co
ver, W
rite, Ch
eck
