In this page – Phonics Sound Chart | Grade 2 English, Chapters 1 to 9
Reference page | For use all year
For the adult: this is a worksheet page. Work on paper next to the screen, or print this page. Printable PDFs are free to download after you subscribe.
This chart lists every sound, spelling rule and word pattern taught in the Grade 2 English book, in the order they are taught. Each row gives example words and links to the lesson.
How to use this chart
For the adult: point to a spelling and ask the learner to say the sound or the rule, then read the example words. Tick the last box when the learner can read and spell words with that pattern. If a pattern is hard, go back to the lesson in the Lesson column.
Term 1
| Sound or rule | Spelling | Example words | Lesson | I know it |
|---|---|---|---|---|
| Long and short vowels | a, e, i, o, u; a_e, i_e, o_e | cat, cake; hop, hope | 1.9 | ☐ |
| Vowel teams | ai, ay, ee, ea, oa, ow, igh | rain, play, tree, sea, boat, snow, night | 1.10 | ☐ |
| j sound at the end | dge after a short vowel; ge after a long vowel or a consonant | badge, bridge; cage, large | 2.9 | ☐ |
| Soft c and g | c and g before e, i or y | city, bicycle; giant, energy | 2.10 | ☐ |
| Silent letters | kn, gn, wr | knee, gnome, write | 2.11 | ☐ |
| Word endings | -le | little, table | 3.9 | ☐ |
| Word endings | -el, -al, -il | camel, petal, pencil | 3.10 | ☐ |
| ee sound at the end | ey, y | key, donkey; happy, funny | 3.11 | ☐ |
Term 2
| Sound or rule | Spelling | Example words | Lesson | I know it |
|---|---|---|---|---|
| Adding endings | drop the e | hike, hiking, hiked | 4.9 | ☐ |
| Adding endings | double the last letter | hop, hopping; big, bigger | 4.10 | ☐ |
| Adding endings | change y to i | cry, cries, cried; happy, happier | 4.11 | ☐ |
| or and ar sounds | a, al, all | ball, walk; father, grass | 5.9 | ☐ |
| u sound | o | mother, brother, Monday | 5.10 | ☐ |
| After w and qu | wa, wor, war, qua | want, word, warm, squash | 5.11 | ☐ |
| zh sound | s, -sure, -sion | treasure, usual, television | 6.9 | ☐ |
| Suffixes | -ment, -ness | enjoyment, kindness | 6.10 | ☐ |
| Suffixes | -ful, -less, -ly | careful, careless, slowly | 6.11 | ☐ |
Term 3
| Sound or rule | Spelling | Example words | Lesson | I know it |
|---|---|---|---|---|
| Contractions | ‘ | couldn’t, we’ll, they’re, it’s | 7.9 | ☐ |
| Apostrophes for owning | ‘s | the girl’s hat, Sam’s bike | 7.10 | ☐ |
| shun sound | -tion | station, motion, invention | 7.11 | ☐ |
| Homophones | there, their, they’re | over there, their bikes, they’re here | 8.9 | ☐ |
| Homophones | to, too, two; hear, here; see, sea | two pears too; hear the sea | 8.10 | ☐ |
| Prefixes | un-, re-, dis- | unpack, refill, dislike | 9.9 | ☐ |
| Long words | three syllables | di | no | saur, re | cy | cle | 9.10 | ☐ |
Tips for spelling a new word
1. Say the word slowly, and clap the syllables.
2. Spell one syllable at a time. Check each one has a vowel.
3. If you add an ending, check the rule: drop the e, double the letter, or change y to i.
4. If the word sounds the same as another word, think about the meaning before you choose the spelling.
5. Read the word back. Does it look right?
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