Learn to Spell: -y words

Ages 5–7 · 6 minutes · English

Practice spelling word with the ending -y, like fly, sky and dry!

Students can build their intermediate spelling skills by practicing spelling words with the -y pattern at the end such as dry, cry, sky, shy, spy, try and fly.

Prior experience with basic spelling is recommended.

Part of

Learn to Spell 2

Standards alignment

Common Core State Standards

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

Alabama

ELA21.2.10k — Decode and encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel _y_ in medial position, producing the short /ĭ/ sound for these words.
ELA21.2.38m — Encode words with vowel _y_ in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel _y_ in medial position, producing the short /ĭ/ sound for these words.
ELA21.1.7f — Decode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel _y_ in medial position, producing the short /ĭ/ sound for these words.
ELA21.1.31c — Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation.

Alaska

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Arizona

1.WF.3.a.4 — Long vowel patterns spelled correctly, including VCe (Vowel-Consonant-silent e) (e.g., came, like), common vowel teams (e.g., boat, play, wait, see, team, right), and open syllables (e.g., go, cry).
1.WF.3 — Know and apply phonics and word analysis skills when encoding words.
1.WF.3.a — Spell common, regular, single-syllable words using:
1.WF.3.a.3 — Initial and final consonant blends (e.g., must, slab, plump).

Arkansas

1.FR.19.PE — Encode one-syllable words with the most common spellings for final long vowel sounds (e.g., say, play, cry, why, tree, snow).
1.FR.20.PE — Encode words phonetically, drawing on knowledge of sound-letter relationships.
1.FR.4.PD — Decode one-syllable words with consonant clusters and predictable vowel patterns (e.g., blast, spell, dry, flake, star, swerve).
1.FR.15.PE — Encode one-syllable words containing single consonants with multiple spellings for /z/ and /k/ (e.g., is, nose, zip; kite, cat, luck).

Colorado

RWC20-GR.1-S.3-GLE.4-EO.b.v — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RWC20-GR.1-S.2-GLE.3-EO.c — Know and apply grade-level phonics and word analysis skills in decoding words.
RWC20-GR.2-S.2-GLE.3-EO.a.vi — Identify words with inconsistent but common spelling-sound correspondences.
RWC20-GR.2-S.3-GLE.4-EO.b.iv — Generalize learned spelling patterns when writing words (for example: cage → badge; boy → boil).

Connecticut

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Delaware

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.

Florida

ELA.1.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends. • Decode simple words with r-controlled vowels. • Decode and encode regularly spelled one-syllable words. • Decode words with inflectional endings. • Decode two-syllable words with regular patterns by breaking the words into syllables. • Decode words that use final –e and vowel teams to make long-vowel sound.
ELA.1.C.3.1 — Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Georgia

ELAGSE1L2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
ELAGSE1RF3.b — Decode regularly spelled one-syllable words.
ELAGSE1RF3.c — Know final -e and common vowel team conventions for representing long vowel sounds.

Hawaii

1.L.2d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.RF.3b — Decode regularly spelled one-syllable words.
1.RF.3c — Know final -e and common vowel team conventions for representing long vowel sounds.
2.L.2d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Idaho

1.GC.M.3a — Use conventional spelling for words with common, taught spelling patterns and frequently occurring irregular words.
1.FR.PH.3b — Decode regularly spelled one-syllable words.
1.GC.M.3 — Use knowledge of spelling in writing.
1.FR.PH.3 — Use knowledge of grade-level phonics and word analysis skills in decoding words.

Indiana

1.W.8 — Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Capitalizing the first word of a sentence, dates, names of people, and the pronoun I. b. Punctuation – I. Correctly using a period, question mark, and exclamation mark at the end of a sentence. II. Using commas in dates and to separate items in a series. c. Encoding – I. Spelling unknown words phonetically, drawing on phonemic awareness and spelling conventions. II. Correctly spelling words with common spelling patterns. III. Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone). (E) Communication and Collaboration
1.RF.5 — Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context. (E)
1.RF.6 — Decode one-syllable words in the major syllable types (CVC, CVr, V, VV, VCe), independent of context. (E)

Iowa

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3 — Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding words.
RF.1.3.b — Decode and encode regularly spelled one-syllable words with closed syllables and consonant blends.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Kansas

W.1.11.d — Use conventional spelling for words with common spelling patterns and for frequently-occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences (e.g., -ay, -igh).
RF.1.3.g — Recognize and read grade-appropriate words.

Kentucky

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final –e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize spelling patterns.

Louisiana

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.

Maine

L.2.1.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
R.3.1.b — Decode regularly spelled one-syllable words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
R.3.2.e — Identify words with inconsistent but common spelling-sound correspondences.

Massachusetts

L.1.2.e — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Michigan

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Minnesota

1.2.1.2 — Accurately spell words in common word families and high-frequency words; use phonetic spelling for other words.
1.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: decode regularly spelled one-syllable words including final e and vowel teams, consonant digraphs and diphthongs, and inflectional suffixes and two-syllable words that follow six-syllable types, demonstrating both accuracy and automaticity.
1.1.1.2.a — Know and apply grade-level phonics and word analysis skills in decoding words: know the spelling-sound correspondences for the common consonant digraphs and blends.

Mississippi

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Missouri

1.L.1.B.e — spell words using regular spelling patterns
1.L.1.B.f — spell words phonetically using phonemic awareness and spelling knowledge
1.RF.3.A.b — identifying letters for the spelling of short and long vowels
1.RF.3.A.e — combining sounds from letters and common spelling patterns to create and decode recognizable words

Montana

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Nebraska

LA.1.F.3.c — Decode and encode regularly spelled one-syllable words.
LA.1.F.3 — Know and apply phonics and word analysis skills in decoding and encoding (spelling) words.
LA.1.F.3.a — Decode and encode words using knowledge of sound-spelling correspondence for common consonant digraphs, tri-graphs, and blends.
LA.1.FW.2 — Demonstrate sound-letter concepts when writing.
LA.1.F.3.d — Decode and encode final -e and common vowel team conventions for representing long vowel sounds.

Nevada

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

New Hampshire

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

New Jersey

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.

New Mexico

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

New York

1RF3b — Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e conventions and common vowel teams).
1RF3c — Decode regularly spelled one-syllable words.
1L2 — Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. (See Notes for grade-band conventions.)
1RF3a — Know the letter-sound correspondences for common blends and consonant digraphs (e.g. sh, ch, th).

North Carolina

L.1.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the K-1 conventions continuum.
RF.1.4.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.4.b — Decode regularly spelled one-syllable words.
RF.2.4.e — Identify words with inconsistent but common spelling-sound correspondences.
RF.K.4.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

North Dakota

2.F.9f — functions of y
1.F.8j — functions of y
2.F.9 — Encode words with phoneme-grapheme correspondences:

Ohio

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Oklahoma

1.2.W.4 — Students will correctly spell grade-level, highly decodable words (e.g., cup, like, cart) and common, irregularly spelled sight words (e.g., the) while editing using resources as needed.
1.2.SE.1 — Students will use correct spelling when writing the following sounds in words: a. consonants b. short vowels c. digraphs d. consonant blends e. vowel-consonant-silent e
1.2.PWS.2 — Students will decode words by applying knowledge of syllable types in one-syllable words: a. closed b. open

Oregon

1.L.2d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.RF.3b — Decode regularly spelled one-syllable words.
1.RF.3c — Know final -e and common vowel team conventions for representing long vowel sounds.
2.L.2d — Generalize learned spelling patterns when writing words.

Pennsylvania

CC.1.4.1.F — Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions.
CC.1.1.1.D — Know and apply grade-level phonics and word analysis skills in decoding words. • Identify common consonant diagraphs, final-e, and common vowel teams. • Decode one- and two-syllable words with common patterns. • Read grade-level words with inflectional endings. • Read grade- appropriate irregularly spelled words.
CC.1.4.1.L — Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions.
CC.1.4.1.R — Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions.

Rhode Island

L.1.2.e — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.

South Carolina

ELA.1.F.3.8 — Decode and encode words using: a. onset/rime; b. consonant blends (i.e., initial and final); c. consonant digraphs (i.e., ch, sh, th, wh, ph, ck); d. trigraphs (e.g., -tch, -dge)*; e. combination (i.e., qu); f. VCe; g. vowel r (e.g., ar, er, ir, or, ur); h. common inflectional endings that do not change the base word (e.g., -s, -ed); i. contractions with am, is, has, and not; j. hard and soft sounds of c and g (c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y) *; k. vowel y in the final position of one- and two-syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound (e.g., fly-my; baby-happy, myth-gym) *; l. words that follow the -ild, -ost, -old, -olt, and -ind patterns (e.g., mild, host, fold, jolt, kind); m. silent letter combinations (e.g., kn, wr, mb, gh, gn) *; n. words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound (e.g., cliff, hill, pass); and o. words with final /v/ sound, using knowledge that no English word ends with a v. (e.g. have, give, save).
ELA.1.F.3 — Know and apply phonics and word analysis skills in decoding and encoding words. (FK -1.3-2.18 LF BR-430)

South Dakota

1.L.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.RF.3.b — Decode regularly spelled one-syllable words.
1.RF.3.a — Know the spelling-sound correspondences for common consonant blends and digraphs.
2.L.2.e — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Tennessee

1.FL.WC.4.b — Use conventional spelling for one-syllable words with common vowel spelling patterns including CVCe, common vowel teams, final -y, and r-controlled vowels.
1.FL.PWR.3.c — Know the final –e and common vowel team conventions for representing long vowel sounds, including r controlled vowels.
1.FL.WC.4 — Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
K.FL.PWR.3.e — Distinguish between similarly spelled words by identifying the letters that differ.

Texas

1.2C.iii — spelling words using sound-spelling patterns; and
1.2C — demonstrate and apply spelling knowledge by:
1.2C.ii — spelling words with initial and final consonant blends, digraphs, and trigraphs;
1.2C.i — spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;
K.2C.ii — spelling words using sound-spelling patterns; and

Utah

1.R.3.a — With prompting and support, identify and begin using consonant and vowel y while reading (i.e., consonant sound: /y/ as in yes, vowel sound: final sound /ī/ as in fly, final sound /ē/ as in baby, and medial sound /ĭ/ in gym).
1.R.3 — Demonstrate mastery of age-appropriate phonics skills.

Vermont

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Virginia

1.FFW.2.C — Encode (spell) unfamiliar words by recognizing and applying taught word patterns.
1.LU.2.C — Use conventional spelling of words with commonly taught spelling patterns and for frequently occurring irregular words.
1.FFR.3.B — Decode and encode words with long vowels, open syllables, (CV, CCV) and vowel consonant-e (CVCE, CCVCE).
1.FFW.2.A — Use phoneme-grapheme (sound/symbol) correspondence to encode (spell) single-syllable words containing closed syllables (cvc, ccvc, cvcc, and ccvcc), open syllables (cv, ccv), vowel-consonant-e (cvce, ccvce).

Washington

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

Washington, D.C.

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

West Virginia

ELA.1.37.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
ELA.1.II.b — Decode regularly spelled one-syllable words.
ELA.1.II.c — Know final -e and common vowel team conventions for representing long vowel sounds.

Wisconsin

ELA.1.L.6.d — Use conventional spelling for words with common spelling patterns and draw on phonological awareness and spelling conventions to spell other words phonetically. Related to Reading Foundational standards (RF.1.3).

Wyoming

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).