The Skills Strand teaches the mechanics of reading–students are taught systematic and explicit phonics instruction as their primary tool for decoding written English. By the end of grade 2, students have learned all of the sound‐spelling correspondences in the English language and are able to decode written material they encounter. In addition to phonics, students also are taught spelling, grammar, and writing during the Skills Strand.

The Assessment and Remediation Guide for grade 2 contains information for teachers on instructional planning and lesson structures for levels of instructional need, and offers sections of lessons and activities focusing on letter-sound correspondences. These can be used to provide additional instruction and practice to students as needed.

Spelling Cards are to be used with Code Flip Books in Units 1–6 of the Grade 2 Skills Strand. These Spelling Cards are the size of a deck of cards. As referenced in individual lessons, teachers will be directed to tape these cards to each Code Flip Book as they explicitly teacher the sound spellings.

The Vowel Code Flip Book will be used in Units 1–6 of the Grade 2 Skills Strand to review vowel sound/spelling correspondences with the entire class. It may also be used at any time during the year with individual or groups of students in need of targeted remediation and practice.

The Consonant Code Flip Book will be used in Units 1–6 of the Grade 2 Skills Strand to review consonant sound/spelling correspondences with the entire class. It may also be used at any time during the year with individual or groups of students in need of targeted remediation and practice.

In Units 1–6 of the Grade 2 Skills Strand, students will use the Individual Code Chart to record the vowel sound/spelling correspondences they have learned. As students learn or review code knowledge, they are asked to use markers to trace over the sound spellings to acknowledge learning them.

Lesson 12 - Tricky words: was, of, a; double letter spellings ‘mm’, ‘nn’, ‘pp’, ‘rr’, ‘ss’, ‘tt’, ‘zz’