Project Description

Second Grade Spelling Words

By second grade, children typically have knowledge of letter-sounds and a bank of sight words they can spell confidently. While it is common for them to also spell words phonetically, their approximations are becoming more accurate, given their knowledge of letter-sounds and spelling rules. During the second grade, children can continue increasing their knowledge of sight words and learn more complex spelling rules and word families. 

Sight Words

While previous grades focused on shorter high-frequency words, such as “the” and “to,” many second-grade children will be ready to learn longer and more complex words. Words like “because” and “friend” can be introduced and added to the word wall. Like many shorter sight words, these words do not lend themselves to being spelled phonetically and instead, take practice to memorize. Children need opportunities to write the words and to also see them in print. The goal is to make the recall of sight words automatic, so that energy can be spent on other, more complex words.

second grade spelling words

Consider using sight words in word wall, anchor charts, embedding them in word searches and puzzles, and including them on flashcards. Provide children with personal word walls or dictionaries to refer to when they are writing, or display a large word wall on a bulletin board.

Cross-Curricular Connections

Second-grade children can also learn to spell words that they are using in other subjects. For example, they may frequently read and say the words “adding” and “counting” when participating in math activities. In a science unit, they may be using words like “plants” and “growing.” Units of study in other subjects provide children with authentic opportunities to expand their spelling vocabulary. 

Spelling Rules

An important part of learning to spell is knowing the many different spelling rules that govern the English language. Mini-lessons can be used to teach children more rules. For example, understanding the rule that “when two vowels go walking, the first one does the talking” will help them with spelling words like “boat,” “neat,” and “rain.” Consider creating an anchor chart with these types of examples, paired with pictures to help children remember the words.

In addition to understanding the single sound a letter can make, first-grade children also need to learn about the sounds letters make when they are paired together. For example, explicit teaching is needed to introduce the digraphs “sh,” “ch,” and “th.” Lessons around consonant blends, such as “tr,” “bl,” and “fr” are also important. Try having children brainstorm words that contain these letter combinations. Create an anchor chart they can refer to. Pairing a picture with each word will support their learning until they know the sounds independently.

Teach other spelling rules such as the role of the soft “c” and how “q” is always followed by a “u.” Take advantage of teachable moments, when children are trying to spell a word in their writing. Pause to teach them the spelling rule they need in order to write the word correctly.  

Word Families

In earlier grades, children learn simple word families such as “at” and “in.” During the second grade, they can begin expanding their knowledge of word families, which will help them to spell more words correctly. Consider teaching words that have a common spelling feature or pattern, but are more complex. Examples include “ight” and “eigh.”

Second-grade children can also begin learning sounds such as “tion,” which they may be spelling phonetically like “shun.” Mini-lessons can focus on more suffixes, as well as prefixes. For example, children can learn to add suffixes such as “er,” “est,” and “ful” to words. They can expand their spelling vocabulary by learning prefixes such as “un,” “dis,” and “re.”

Additional Support

Sometimes children experience difficulty with spelling words accurately. If they are struggling to remember letter-sounds and sight words, seeking advice from another professional can be helpful. A teacher or consultant who specializes in Special Education can offer advice and strategies to support a child who is not learning to spell at the expected rate. If the presence of underlying learning issues is suspected, a complete educational assessment can help identify a child’s strengths and needs, and offer the next steps for those who work with him/her.   

Second Grade Spelling Word Lists

week 1: of, his, had, car, jar, harp, yarn, bark, barn.
week 2: him, her, some, paw, hawk, lawn, yawn, ago, across.
week 3: as, then, could, coat, goat, toad, load, oat, boat.
week 4: when, were, them, stir, squirt, girl, dirt, bird, circle.
week 5: ask, an, over, sold, fold, gold, bold, mold, told.
week 6: just, from, good, house, mouse, ground, sound, shout, snout.
week 7: how, know, under, towel, crown, town, howl, brow, down.
week 8: take, every, old, argue, glue, clue, center, cash, cannot.
week 9: by, after, think, vault, haul, laundry, sauce, pause, autumn.
week 10: let, going, walk, blew, screw, grew, brew, dew, chew.
week 11: again, may, stop, water, tiger, flower, hammer, spider, believe.
week 12: fly, round, give, dump, lamp, ramp, stomp, stamp, camp.
week 13: once, open, has, wind, send, sand, hand, wand, pond.
week 14: live, thank, cord, cork, storm, torn, fork, horn, crow.
week 15: would, very, fist, cast, vest, wasp, nest, list, gasp.
week 16: your, its, around, mask, whisk, husk, desk, tusk, between.
week 17: don’t, right, green, dear, deer, hear, hour, tail, tale.
week 18: their, call, nurse, turn, turtle, purse, curl, crank, child.

week 19: sleep, five, golf, wolf, half, elf, self, calf, shelf.
week 20: wash, or, fish, leash, rash, bush, brush, bread, crawl.
week 21: before, been, bath, path, math, mouth, tooth, booth, fourth.
week 22: off, cold, back, pack, sack, duck, sock, neck, sick.
week 23: tell, work, left, craft, lift, raft, sift, drive, dock.
week 24: first, does, king, fang, ring, lung, wing, charge, drip.
week 25: goes, write, talk, yolk, chalk, milk, drop, drum, blast.
week 26: always, made, scalp, gulp, blimp, blink, dust, blaze, brick.
week 27: gave, us, melt, quilt, bolt, belt, salt, adult, blend.
week 28: buy, those, dunk, wink, sink, honk, tank, bean, brand.
week 29: use, fast, slept, count, cent, plant, vent, tent, band.
week 30: pull, both, slowly, weekly, friendly, quickly, finally, lovely, usually.
week 31: sit, which, teacher, writer, baker, bigger, colder, taller, warmer.
week 32: read, why, found, beautiful, painful, grateful, colorful, careful, powerful.
week 33: because, best, upon, visible, available, breakable, workable, usable, curable.
week 34: these, sing, biggest, tallest, coldest, latest, lowest, nearest, strongest.
week 35: wish, many, useless, restless, careless, fearless, helpless, harmless, hopeless.

Second Grade Spelling Words Worksheets

Coming Soon