Learn to Spell: Animals 2 🐼

Ages 5–7 · 6 minutes · English

Practice spelling animal words like tiger, panda and bee!

Students can build their intermediate spelling skills by practicing spelling animal words such as tiger, wolf, bee, panda, shark and mule.

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.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.
RF.1.3.b — Decode regularly spelled one-syllable words.

Alabama

ELA21.1.7b — Decode and encode regularly-spelled, one-syllable words with closed syllables, open syllables, and vowel-consonant-_e_ syllables, including words with blends in initial and final position.
ELA21.K.10h — Distinguish between similarly spelled words by identifying the phonemes and graphemes that differ.
ELA21.1.31d — Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.
ELA21.1.31o — With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning.

Alaska

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
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.

Arizona

1.WF.3.a — Spell common, regular, single-syllable words using:
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.c — With prompting and support, spell on-level two-syllable words, including:
K.RF.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Arkansas

1.FR.18.PE — Encode one-syllable words with predictable vowel-r patterns (e.g., shark, fork, her).
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.5.PD — Decode one-syllable words with consonant digraphs (e.g., sh, th, ch, wh, ng, ck) and trigraphs (e.g., tch, dge) with predictable vowel patterns (e.g., shy, chart, shave, thick, white, bring, catch, fudge).
1.FR.12.PE — Encode one-syllable words with consonant clusters and short vowel patterns (e.g., flat, drift, quit, stand, frost, sprint, strap).

California

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
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.
RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.

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.3-GLE.4-EO.b.vi — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
RWC20-GR.K-S.2-GLE.3-EO.c.iv — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
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.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.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Delaware

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular 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.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

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.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Hawaii

1.L.2d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.RF.3c — Know final -e and common vowel team conventions for representing long vowel sounds.
K.RF.3d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
1.L.2e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Idaho

1.GC.M.3a — Use conventional spelling for words with common, taught spelling patterns and frequently occurring irregular words.
1.GC.M.3 — Use knowledge of spelling in writing.
K.FR.PH.3d — Distinguish between similarly spelled CVC words by identifying the sounds of the letters that differ.

Illinois

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.1.3.b — Decode regularly spelled one-syllable 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)
2.W.8 — Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Capitalizing greetings, months and days of the week, titles and initials in names, and proper nouns, including holidays and geographic names. b. Punctuation – I. Correctly using a period, question mark, or exclamation mark at the end of a sentence. II. Using an apostrophe to form contractions and singular possessive nouns. III. Using commas in greetings and closings of letters, dates, and to separate items in a series. c. Encoding – I. Correctly spelling words with short and long vowel sounds, r-controlled vowels, and consonant-blend patterns. II. Generalizing learned spelling patterns (e.g., word families) when writing words. III. Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone). (E) Communication and Collaboration

Iowa

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.b — Decode and encode regularly spelled one-syllable words with closed syllables and consonant blends.
RF.1.3.c — Decode and encode regularly spelled one-syllable words with final-e (VCe) patterns. Decode regularly spelled one-syllable words with common vowel team patterns that represent long vowel sounds.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.2.3.c — Decode and encode regularly spelled two-syllable or multisyllabic words.

Kansas

W.1.11.d — Use conventional spelling for words with common spelling patterns and for frequently-occurring irregular words.
RF.1.3.c — Know final -e and common vowel team patterns for representing long vowel sounds.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., bat/cat, bat/bit/, bat/bad).

Kentucky

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
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.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.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Maine

L.2.1.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
R.3.1.c — Know final -e and common vowel team conventions for representing long vowel sounds.
R.3.K.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Maryland

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular 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.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Massachusetts

L.1.2.e — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular 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.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Michigan

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
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.

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.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.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

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.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.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Nebraska

LA.1.F.3 — Know and apply phonics and word analysis skills in decoding and encoding (spelling) words.
LA.1.F.3.c — Decode and encode regularly spelled one-syllable words.
LA.1.FW.2 — Demonstrate sound-letter concepts when writing.
LA.K.F.3.e — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Nevada

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular 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.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

New Hampshire

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
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.

New Jersey

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

New Mexico

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular 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.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

New York

1L2 — Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. (See Notes for grade-band conventions.)
1RF3c — Decode regularly spelled one-syllable words.
1RF3b — Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e conventions and common vowel teams).
1RF3e — Decode two-syllable words following basic patterns by breaking the words into syllables.
1L5b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

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.K.4.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.1.4.b — Decode regularly spelled one-syllable words.

North Dakota

2.F.9 — Encode words with phoneme-grapheme correspondences:
2.F.8 — Decode 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.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.

Oklahoma

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.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.
2.2.SE.1 — Students will use correct spelling when writing the following sounds in words: a. digraphs b. trigraphs c. vowel digraphs d. r-controlled *sequential skills

Oregon

1.L.2d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.L.2e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
1.RF.3c — Know final -e and common vowel team conventions for representing long vowel sounds.
K.RF.3d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
1.RF.3b — Decode regularly spelled one-syllable 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.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.
L.1.2.f — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

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)
ELA.1.F.3.6.INIS — Students should build or make new words based on the scope and sequence of what has been taught from ELA.K.F.3.8 and ELA.1.F.3.8.

South Dakota

1.L.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.RF.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
1.L.2.f — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions

Tennessee

1.FL.WC.4.a — Use conventional spelling for one-syllable words with common consonant spelling patterns, including consonant diagraphs, double letters, and initial and final consonant blends.
K.FL.PWR.3.e — Distinguish between similarly spelled words by identifying the letters that differ.
1.FL.WC.4 — Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
1.FL.WC.4.f — Write many common, frequently used words and some irregular words.

Texas

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

Utah

1.R.3 — Demonstrate mastery of age-appropriate phonics skills.
1.R.3.b — With prompting and support, identify and begin reading and spelling words with all six syllable types (i.e., open, closed, CVCe, vowel team, vowel-r, consonant -le).
1.R.3.f — Read and spell words with common consonant digraphs (i.e., sh, ch, wh, th, ng).
2.R.3.a — Identify and begin reading and spelling words with all six syllable types (i.e., open, closed, CVCe, vowel team, vowel-r, consonant -le) in multisyllabic words.

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.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).
1.FFW.2.B — Encode (spell) 2-syllable words (e.g., pancake) following basic patterns by breaking the words into syllables.
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.C — Use letter-sound correspondences to decode words containing common vowel teams and rcontrolled vowels.

Washington

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular 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.

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.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.
RF.1.3.b — Decode regularly spelled one-syllable words.

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.c — Know final -e and common vowel team conventions for representing long vowel sounds.
ELA.K.II.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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).
ELA.1.RF.3.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).
ELA.1.RF.3.c — Know final -e and common vowel team conventions for representing long vowel sounds (Examples include but are not limited to: ai, ay, oa, ea, ee, ie, ue, ow).
ELA.K.RF.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Wyoming

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular 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.
L.1.5.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).