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e-mail, or otherwise, without written permission from the author.

Copyright © 2015, 2007 by All About® Learning Press, Inc.

Printed in the United States of America

All About® Learning Press, Inc.

615 Commerce Loop
Eagle River, WI 54521

ISBN 978-1-935197-05-8
v. 1.9.0

Editor: Renée LaTulippe

Layout and Cover Design: Dave LaTulippe

The All About® Spelling Level 2 Teacher’s Manual is part of the

All About® Spelling program.

For more books in this series, go to www.AllAboutSpelling.com.

 Contents
1 Preparing for Level 2
Gather the Materials...................................................................................................................................... 3
Get Ready for More Multisensory Learning................................................................................................. 4
Set Up the Spelling Review Box.................................................................................................................... 5
Familiarize Yourself with the New Phonograms........................................................................................... 6
Organize the Letter Tiles.............................................................................................................................. 7
Take a Look at the Six Syllable Types........................................................................................................... 9
Learn How to Handle Rule Breakers.......................................................................................................... 10

2 Complete Step-by-Step Lesson Plans

Step 1: Let’s Review................................................................................................................................ 13
Step 2: Blends at the Beginning and End............................................................................................... 21
Step 3: Y Can Say / ˉi /............................................................................................................................. 25
Step 4: Two Closed Syllables.................................................................................................................. 31
Step 5: Syllable Division Rules 1 and 2.................................................................................................. 35
Step 6: Combining Open and Closed Syllables...................................................................................... 39
Step 7: Introduce Silent E....................................................................................................................... 45
Step 8: Vowel-Consonant-E................................................................................................................... 49
Step 9: C or K for the Sound of /k/........................................................................................................ 53
Step 10: Spelling the Sounds of /uˉ/ and /z /............................................................................................. 57
Step 11: Blends with Vowel-Consonant-E............................................................................................... 61
Step 12: Plural Vowel-Consonant-E Words............................................................................................ 65
Step 13: Vowel Team EE......................................................................................................................... 69
Step 14: I or O Followed by Two Consonants......................................................................................... 75
Step 15: The /er/ of Her........................................................................................................................... 79
Step 16: The Sound of /ar/....................................................................................................................... 83
Step 17: The Sound of /or/...................................................................................................................... 87
Step 18: Common Words and the Third Sound of U.............................................................................. 91
Step 19: Soft C.......................................................................................................................................... 95
Step 20: Soft G......................................................................................................................................... 99
Step 21: Words Ending in the Sounds of /v/ and /uˉ/............................................................................ 105
Step 22: The Third Sound of A............................................................................................................. 111
Step 23: Vowel Teams OY and OI......................................................................................................... 115
Step 24: Vowel Teams AW and AU...................................................................................................... 119
Step 25: Vowel Teams OW and OU...................................................................................................... 125

3 Appendices
Appendix A: Scope and Sequence of Level 2............................................................................................ 133
Appendix B: Phonograms Taught in Level 2............................................................................................ 134
Appendix C: Procedure for Spelling with Tiles......................................................................................... 135
Appendix D: Jobs of Silent E.................................................................................................................... 136
Appendix E: Words Taught in Level 2..................................................................................................... 137
 Gather the Materials

Following is the list of materials you will need for teaching Level 2:

Student Packet for Level 2

Set of All About Spelling Letter Tiles
Phonogram Sounds app
Spelling Review Box or index card box
Divider Cards
Yellow colored pencil
Lined notebook paper

You will also need these materials from your student’s Level 1 Spelling Review Box:

Phonogram Cards 1-32

Sound Cards 1-32

The following items are optional:

Stickers or colored pencils for the Progress Chart

Letter tile magnets
2’ x 3’ Magnetic white board

Gather the Materials 3

 Get Ready for More Multisensory Learning
We will continue to maximize learning by teaching spelling through the three main pathways to the
brain: visual, auditory, and kinesthetic. When students are taught using all three pathways to the
brain, they learn more than when they are taught through only one pathway. The All About Spelling
program takes advantage of that fact to the fullest.

Visual Auditory
(seeing) (hearing)

Kinesthetic
(doing)

Visual activities in Level 2 include watching new spelling concepts demonstrated with the color-
coded letter tiles and seeing the spelling words written down. Auditory activities include reviewing
the flashcards orally, segmenting words aloud, and saying the sound of the phonogram as it is being
written. And kinesthetic activities include writing dictated phonograms, building new spelling words
with the letter tiles, and practicing spelling with the pointer finger on various surfaces.

Actively involving students in the spelling lesson through multisensory instruction speeds up the
learning process. When you take a look at the spelling lessons in the pages ahead, you will see various
activities that engage the visual, auditory, and kinesthetic pathways. For example, when you teach the
rule that i or o followed by two consonants may be long, the student doesn’t just hear about the concept,
he sees it demonstrated with the letter tiles. Since it is very clear which letters are vowels and which
are consonants, he can easily understand the rule. He is given multiple words for practice, such as
kind, child, compost, and billfold. He manipulates the letter tiles himself, then puts the concept into
further practice by writing dictated phrases and sentences. The integration of seeing, hearing, and
doing in every lesson plan ensures that the student internalizes concepts and practices them in a
memorable way.

4 Get Ready for More Multisensory Learning

 Familiarize Yourself with the New Phonograms
In Level 2, eleven new phonograms will be taught through hands-on work with the letter tiles and
review with the flashcards. Your student will learn to hear the individual sounds in words and how
to represent those sounds with the phonograms.

Download the Phonogram Sounds app. This free program for your computer,
tablet, or phone features clear pronunciation of the sounds of all 72 basic
phonograms (letters and letter combinations). Download the app at
www.allaboutlearningpress.com/phonogram-sounds-app or scan the QR code.
(Note: If you’d prefer not to download the app, a CD-ROM version is available
for purchase.)

Practice saying the sound(s) before teaching them in the lesson. This way, you will be able to model
the sounds of the phonograms accurately for your students. You won’t have to wonder if you are
pronouncing them correctly—you will know for sure!

You will see a key word printed on the back of each Phonogram Card. The key word is there to help
trigger your memory when you are working with your student. With the exception of the phonograms
that spell /er/, which are discussed below, do not teach the key word to your student. It is there for
your use as the teacher, not for the student to memorize. We want the student to make an instant
connection between seeing the phonogram and saying the sound. Requiring key words such as “/n/ as
in nest ” or illustrating the phonograms with pictures will slow down the formation of that connection.

The first new phonograms taught are wh and ee. Since wh sounds very similar to w in many regions,
tips are given in the lessons to help differentiate between the two phonograms.

Three R-controlled phonograms are taught at this level: er, ar, and or. We call these R-controlled
phonograms because the letter r changes, or controls, the sound of the vowel before it. Er is one of
the six basic phonograms that spells the sound of /er/. Since we need a way to differentiate these six
phonograms when we speak of them, we do teach the key word to the student. For the er phonogram,
for example, we always say “/er/ as in her.” Tips for teaching all of the R-controlled phonograms are
provided in the lessons.

The following phonograms are taught in pairs: oy/oi, aw/au, and ow /ou. Each phonogram in a
pair represents the same sound:
• Oy and oi both make the sound of /oy/.
• Aw and au both make the sound of /aw/.
• Ow and ou both make the sound of /ow/.

Generalizations and rules are taught to help the student choose the correct phonogram to represent
the sound.

6 Familiarize Yourself with the New Phonograms

 Step 7 – Introduce Silent E
This lesson will teach how Silent E makes a vowel long in
Vowel-Consonant-E words.

You will need: Key Card 4, Word Bank for Vowel-Consonant-E,

Word Cards 41-50

Review Phonogram Sound Key Word

Cards Cards Cards Cards

Concept Review
Take out Key Card 4 and review it with your student. Dictate the
following words and have your student practice applying the concept.
stuck task check brick elk

New Teaching Introduce Silent E

Build the word not. n o t

“We can change the word not to note by adding Silent E.”

n o t e

“The letter e is silent, which means that it doesn’t have a sound of its
own. It jumps over one consonant and makes the o long.”

Remove the e. “If we take away Silent E, what does this word say?”
Not.
n o t
e

Step 7: Introduce Silent E 45

 New Teaching Build the word hid. h i d

(continued)
“We can change the word hid to hide by adding Silent E.”
h i d e
Silent E performs
several different
jobs. Today’s “The job of Silent E in this word is to make the vowel before it long.”
lesson teaches the first
job of Silent E. See Build the following words with letter tiles and have your student:
Appendix D for a list of

all the jobs of Silent E. 1. Read the word.
2. Add Silent E.
3. Read the new word.

can mad kit fin at cut

Introduce the Word Bank for Vowel-

Consonant-E
Have your student read through the words in Section 1 of the Word
Word Banks are Bank for Vowel-Consonant-E to improve visual memory.
included in the
Student Packet.

Word Cards 41-50: Spell with Tiles

Dictate the words and have your student spell them with tiles. Follow
the Procedure for Spelling with Tiles, illustrated in Appendix C.

41. ate We ate dinner.

42. hope
43. made They made a tree fort.
44. fine
45. hate
46. bite Our dog does not bite people.
47. ride
48. note
49. time What time is it?
50. kite

46 Step 7: Introduce Silent E

 New Teaching Spell on Paper
(continued)
Once your student is able to spell the words using the tiles, dictate
Word Cards 41-50 and have him spell the words on paper.
File the Word Cards behind the Review divider.

Reinforcement Dictate Phrases
Dictate several phrases each day.
long note
red kite
made a refund
fun ride
last time
hate kisses

Dictate Sentences
Dictate several sentences each day.
He ate the snacks.
I hope Tom can run!
Jan spent time with me.
I made my bed.
She can ride fast.
I left a note on the desk.

Step 7: Introduce Silent E 47

 Step 14 – I or O Followed by Two Consonants
Your student will learn that the letters i or o, followed by two
consonants, can say their long sounds.

You will need: Key Card 8, Word Cards 111-120

Review Phonogram Sound Key Word

Cards Cards Cards Cards

Word Bank for Vowel-Consonant-E (Section 2)

Word Bank for EE

Concept Review
“Point to the two letters that can spell the sound /j /.” Student points to
the g and j tiles.

“Point to the two letters that can spell the sound /z/.” Student points to
the s and z tiles.

“Point to two tiles that can spell the sound of /eˉ/.” Student points to
the e and ee tiles. Your student may also point to the i and y tiles. Even
though we haven’t used i and y to represent the sound of long e yet,
this is a correct answer.

“Point to two tiles that can spell the sound of /iˉ/.” Student points to the i
and y tiles.

New Teaching Teach Key Card 8: I or O Followed by

Two Consonants

Build the word hand. h a n d

“What syllable type is this?” Closed.

“In a closed syllable, is the vowel usually long or short?” Short.

Step 14: I or O Followed by Two Consonants 75

 New Teaching “Right. In most cases, the vowel is short in a closed syllable. What does
(continued) this word say?” Hand.

Build the word find. f i n d

“This is also a closed syllable, but in this case the i is long. What is this
word?” Find.

“Good. In one-syllable words, if the letter i is followed by two

consonants, the i is often long.”

Leave the word find on the table. Next to it, build the word gold.


g o l d

“The vowel in this word is also long. What does this word say?” Gold.

“Good. In one-syllable words, if the letter o is followed by two

consonants, the o is often long.”

“We call this the ‘Find Gold’ Rule for one-syllable words. The ‘Find
Gold’ Rule says that when i and o are followed by two consonants, they
often say their long sounds.”

Read through Word Cards 111-120 with your student.

“Is the vowel in these words long or short?” Long.

You may be
interested to
know that “In each of these words, how many consonants follow the i or o?” Two
the vowels i and o are consonants.
most commonly long
in one-syllable words
“Right. When i and o are followed by two consonants, they often say
ending in l-d, n-d,
and s-t. In addition, o their long sounds. But not always! Let’s look at some words where the i
is usually long before and o are short, even though they are followed by two consonants.”
l-l and l-t.
Build the words print and lost.
p r i n t l o s t

76 Step 14: I or O Followed by Two Consonants


New Teaching Read Key Card 8 with your student and then file it behind the Review
(continued) divider.

The “Find Gold” Rule

for One-Syllable Words
two consonants
I and o often say their long sounds
when followed by ______________ .

Level 2 – Step 14 Key Card 8

Word Cards 111-120: Spell with Tiles

Dictate the words and have your student spell them with tiles. Follow
the Procedure for Spelling with Tiles, illustrated in Appendix C.
111. cold
112. kind
113. most
114. wild We saw a wild boar.
115. both
116. child
117. told She told me a secret.
118. find Did you find the rainbow?
119. mold
120. blind

Spell on Paper
Once your student is able to spell the words using the tiles, dictate
Word Cards 111-120 and have him spell the words on paper.

File the Word Cards behind the Review divider.

Step 14: I or O Followed by Two Consonants 77

 Reinforcement More Words
The following words reinforce the concepts taught in Step 14. Have
your student spell them for additional practice.
behind billfold bold (bold color) colt
compost fold (fold clothes) gold grind
hold mild mind (in my mind) old
post roll (roll around) sold wind (wind up)

Dictate Phrases
Dictate several phrases each day.
the cold frost
kind man
compost pile
a gold mine
sold a van
old gate

Dictate Sentences
Dictate several sentences each day.
Land on both feet.
The colt is by his mom.
Fold the napkins.
My billfold got wet in the lake.
The cold pilgrim made a fire.
Hold the child.

78 Step 14: I or O Followed by Two Consonants

 Step 25 – Vowel Teams OW and OU
This lesson will teach how to spell words with the sound of /ow/.

You will need: blank red tile, Word Cards 221-230

Review Phonogram Sound Key Word

Cards Cards Cards Cards

Concept Review
“What are the long vowel sounds?” Student replies /aˉ/–/eˉ/–/iˉ/–/oˉ/–/uˉ/.
“You have learned the four ways to make a long vowel sound.” Review
the following information with your student, either by showing him
this chart or by building the example words.

1 A vowel can be long in an open syllable.

p r e v e n t

2 A vowel can be long in a Vowel-Consonant-E syllable.

n o t e

3 Letters i and o can be long before two consonants.

ch i l d
h o l d

4 A long vowel sound can be made using a vowel team.

f ee t

“You will be learning more vowel teams that make long vowel sounds
in the next level.”

Step 25: Vowel Teams OW and OU 125

New
Teaching Teach a Generalization about OW and OU
“Today we will spell words that have the sound of /ow/. Repeat these
words after me, and listen for the /ow/ sound: cow, sound, town.”
Student repeats words.

“Pull down the two tiles that can say /ow/.” Student pulls down ow and
ou.

Build the word plow, putting a blank red tile in place of the ow tile. “I
want to spell the word plow.”
p l ow ou

“The /ow/ sound is at the end of the word. Which of these two tiles
will I use to spell the /ow/ sound?” Ow.

“Why can’t I use the ou tile?” Because English words don’t end in u.

“Good. So at the end of a word, we use ow.”

“Spell the word cow.” Student spells with the tiles.

“Why did you choose ow?” Because we use ow at the end of a word. (Or,
English words don’t end in u.)

Build the words round and down. r ou n d

d ow n

“In the middle of a word, sometimes we use ou and sometimes we use

ow.”

The sound of /ow/ can also be spelled ough, but only in a few
words such as plough, bough, and sough. This spelling will be
taught in a later level.

126 Step 25: Vowel Teams OW and OU

New
Teaching Label Syllable Types
(continued)
Build the word found. f ou n d

“Ou is a vowel team, so this is a vowel team syllable. Label the syllable.”
Vowel Team

f ou n d

Build the word outside. Have your student divide the word into syllables
and label each syllable with the proper tag.
Vowel Team VCE

ou t s i d e

Word Cards 221-230: Spell with Tiles

Dictate the words and have your student spell them with tiles. Follow
the Procedure for Spelling with Tiles, illustrated in Appendix C.
221. brown
222. cow
223. round
224. our Our cat had kittens.
225. how
226. flower Lilacs are my favorite flower.
227. owl
228. found
229. now
230. down

When the sound /ow/ occurs at the end of a word, the choice
is easy: use ow.
When the sound /ow/ occurs at the beginning or middle of a word,
it gets a little trickier. Your student will need to practice the words
on the spelling list in order to remember whether to use ou or ow in
these words.
Within a word, /ow/ is most frequently spelled ou. But it is
interesting to note that before n, l, el, and er, we often use ow.

Step 25: Vowel Teams OW and OU 127


New Teaching Spell on Paper
(continued) Once your student is able to spell the words using the tiles, dictate
Word Cards 221-230 and have him spell the words on paper.

File the Word Cards behind the Review divider.

Reinforcement More Words

The following words reinforce the concepts taught in Step 25. Have
your student spell them for additional practice.
clown count crown loud
mouth out outside south
town without

Dictate Phrases
Dictate several phrases each day.
south end of town
brown cow
found a coin
pink flower
how much
round ball

Dictate Sentences
Dictate several sentences each day.
Her child found a red flower.
It was down in the dark cave.
How old is your dog?
Will you go now?
The loud truck went into town.
You let the fire go out.

128 Step 25: Vowel Teams OW and OU

Celebrate! Present Your Student with the
Certificate of Achievement

Step 25: Vowel Teams OW and OU 129

 appendix a

Scope and Sequence of Level 2

Skills are introduced one at a time and are continually reviewed. The carefully sequenced activities
your student will complete are outlined in the following chart.

Your Student Will: Step Your Student Will: Step

Review concepts taught in previous level 1 Learn the Vowel Team syllable type 13

Distinguish between open and closed syllables 1 Spell words with i/o followed by two consonants 14

Write sentences from dictation 1 Learn the most common spelling for /er/ sound 15

Learn phonograms wh and ee 2 Spell words containing er 15

Spell words with blends at beginning and end 2 Learn the R-controlled syllable type 15

Learn when y can say / ī / 3 Spell words containing ar 16

Spell one-syllable words ending in y 3 Spell words containing or 17

Learn procedure for spelling multisyllable words 4 Spell words containing third sound of u 18

Spell words with two closed syllables 4 Identify soft c and hard c 19

Learn that every syllable has at least one vowel 4 Spell words containing soft c 19

Divide compound words into syllables 5 Learn phonograms oy and oi 19

Divide VCCV words into syllables 5 Identify soft g and hard g 20

Spell words with open and closed syllables 6 Spell words containing soft g 20

Divide VCV words into syllables 6 Learn that English words don’t end in j 20

Learn how Silent E can make a vowel long 7 Learn phonograms aw, au, ow 21

Spell Vowel-Consonant-E words 7 Learn that English words don’t end in v or u 21

Learn the VCE syllable type 8 Spell words ending in the sound of /v/ and /uˉ / 21

Choose correct spelling of /k/ in VCE syllables 9 Spell words containing third sound of a 22

Practice two spellings for sound of /z/ 10 Learn when to use oy and when to use oi 23

Learn the two sounds of long u 10 Spell words containing the sound of /oy/ 23

Spell blends with VCE 11 Learn when to use aw and when to use au 24

Pluralize words ending in Silent E 12 Spell words containing the sound of /aw/ 24

Learn phonograms er, ar, or, ou 12 Learn when to use ow and when to use ou 25

Spell /eˉ / with vowel team ee 13 Spell words containing the sound of /ow/ 25

Appendix A: Scope and Sequence of Level 2 133