Lesson 2: Letter Sounds Review II

Getting Started

Facts and Definitions

  • A question mark comes at the end of a question.

Weekly Focus

  • Consonants for Lesson 2: r, b, l, g, n, d
  • Vowel for Lesson 2: i
  • Sight words for Lesson 2: "of," "to," "in"
  • Word families for Lesson 2: it, in, ig, ip
  • Weekly Message for Lesson 2: This week, you're going to work with more letters and build more words. Which of the words from last week's lesson can you spell now?


  • Follow words from left to right, top to bottom, and page by page
  • Recognize that spoken words are represented in written language by specific sequences of letters
  • Understand that words are separated by spaces in print
  • Recognize the distinguishing features of a sentence
  • Recognize and name all uppercase and lowercase letters of the alphabet
  • Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant
  • Isolate and pronounce the initial, medial vowel, and final sounds in three letter (consonant-vowel-consonant, or CVC) words
  • Segment spoken single-syllable words into their complete sequence of individual sounds
  • Decode regularly spelled one-syllable words
  • Orally produce single-syllable words by blending sounds, including consonant blends
  • Add or substitute individual sounds in simple, one-syllable words to make new words
  • Associate the long and short sounds with the common spellings for the five major vowels
  • Read common high-frequency words by sight
  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ


  • binder or large accordion folder
  • colored pencils, crayons, or markers
  • glue or glue stick
  • index cards* (optional)
  • laminated writing sheet (kit)
  • lowercase letter cards (kit)
  • readers (kit)
  • scissors
  • sight word cards (kit)
  • thin dry-erase markers (kit)
  • Weekly Message book (kit)
  • word building cards (kit)

* - denotes an optional material that may or may not be needed


Materials: binder or large accordion folder, colored pencils, crayons, or markers, glue or glue stick, laminated writing sheet (kit), lowercase letter cards (kit), readers (kit), scissors, sight word cards (kit), thin dry-erase markers (kit), Weekly Message book (kit), word building cards (kit)
This week, your child will review and use the sounds for the consonants r, b, l, g, n, and d and the vowel i. In this lesson and in upcoming lessons, you'll use many of the routines that you introduced in Lesson 1, so you and and your child will grow comfortable with them.

Your child will create several different word family pages and other related pages during this level of Reading, and together, they will make a great collection of the words she's worked with over time. You can store these pages in a 1" or larger binder or in a large accordion folder so that your child can revisit words as she adds to her word collection. If you find that there are words that she consistently struggles to read or recall, you may want to write them on cards to use as flash cards and review them more frequently.

On one or more days this week, encourage your child to re-read the previous lesson's reader (Tap and Pat).

NOTE: As you add to the pages in the Word Collection binder/folder, you may want to the words or word families that your child struggles with and periodically review them.