Spelling animal words 🐝

Ages 5–7 · 8 minutes · English

Use flashcards to practice spelling animal words

Use flashcards to master spelling words from the previous two lessons: snake, frog, duck, shark, bee, wolf, owl and panda. Help Addie the Ape reach the finish line!

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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.
ELA21.1.31d — Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.
ELA21.1.31f — With prompting and support, encode words with the common vowel teams and diphthongs.
ELA21.K.10 — Apply knowledge of phoneme-grapheme correspondences and word-analysis skills to decode and encode (spell) words accurately in both isolation and in decodable, grade-appropriate text.

Alaska

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Arizona

1.WF.3.a — Spell common, regular, single-syllable words using:
1.WF.3 — Know and apply phonics and word analysis skills when encoding words.
1.WF.3.a.2 — Consonant graphemes including qu, x, and -ck; digraphs (e.g., thin, shop, when, much, sing); and doubled letters (e.g., off, will, mess).
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.a.5 — Vowel-r combinations, including er, ar, or (e.g., car, her, stir, for, burn).

Arkansas

1.FR.18.PE — Encode one-syllable words with predictable vowel-r patterns (e.g., shark, fork, her).
1.FR.20.PE — Encode words phonetically, drawing on knowledge of sound-letter relationships.
1.FR.12.PE — Encode one-syllable words with consonant clusters and short vowel patterns (e.g., flat, drift, quit, stand, frost, sprint, strap).
1.FR.17.PE — Encode one-syllable words with initial or medial VCe patterns (e.g., use, lake, slime, choke, these).
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).

California

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.K-S.3-GLE.4-EO.b.iv — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Delaware

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.
ELAGSEKL2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Hawaii

1.L.2d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
K.L.2d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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.GC.M.3 — Spell words phonetically, drawing on knowledge of sound-letter relationships.

Illinois

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.

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
K.W.8 — Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Capitalizing the first word in a sentence and the pronoun I. b. Punctuation – Recognizing and naming end punctuation. c. Encoding – Spelling simple words phonetically, drawing on phonemic awareness.

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.a — Decode and encode one-syllable words with common consonant digraphs.
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.

Kansas

W.1.11.d — Use conventional spelling for words with common spelling patterns and for frequently-occurring irregular words.
W.K.11.d — Spell simple words phonetically, drawing on knowledge of letter-sound relationships.

Kentucky

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Louisiana

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Maine

L.2.1.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.K.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Maryland

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.
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.

Massachusetts

L.K.2.e — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.1.2.f — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Michigan

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Minnesota

1.2.1.2 — Accurately spell words in common word families and high-frequency words; use phonetic spelling for other words.
2.2.1.2 — Apply spelling patterns and rules to spell words with consonant and vowel digraphs and diphthongs, six syllable types, and inflectional suffixes authentically in writing.

Mississippi

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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

Montana

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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.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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

New Jersey

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding and encoding words.

New Mexico

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

New York

1RF3 — Know and apply phonics and word analysis skills in decoding words.
1RF3c — Decode regularly spelled one-syllable words.
1RF3a — Know the letter-sound correspondences for common blends and consonant digraphs (e.g. sh, ch, th).

North Carolina

RF.1.4.b — Decode regularly spelled one-syllable words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.1.4.a — Know the spelling-sound correspondences for common consonant digraphs.
RF.1.4.c — Know final -e and common vowel team conventions for representing long vowel sounds.

North Dakota

1.F.9 — Encode words with phoneme-grapheme correspondences:
1.F.9a — digraphs
1.F.9b — two consonant blends
1.F.9c — silent e

Ohio

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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.
K.L.2d — Spell simple words phonetically.

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.1.4.1.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.
CC.1.4.K.F — Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize the first word in a sentence and the pronoun I. • Recognize and use end punctuation. • Spell simple words phonetically.

Rhode Island

L.1.2.e — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.e — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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).

South Dakota

1.L.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
K.L.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
1.RF.3.a — Know the spelling-sound correspondences for common consonant blends and digraphs.

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.
1.FL.WC.4 — Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
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.WC.4.d — Spell two-syllable words that end in -y or -ly, are compounds, or have two closed syllables.

Texas

1.2C — demonstrate and apply spelling knowledge by:
1.2C.iii — spelling words using sound-spelling patterns; and
1.2C.i — spelling words with closed syllables, open syllables, VCe syllables, vowel teams, 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.f — Read and spell words with common consonant digraphs (i.e., sh, ch, wh, th, ng).
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).

Vermont

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.FFR.3.A — Decode and encode words with short vowels to include blends with digraphs, closed syllables (CVC, CCVC, CVCC, CCVCC).
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.

Washington

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Washington, D.C.

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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.K.37.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships
ELA.K.V.b — Recognize that spoken words are represented in written language by specific sequences of letters.

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.K.L.6.c — Phonetically spell simple words drawing on knowledge of letter-sound relationships. Related to Reading Foundational standards (RF.K.3).

Wyoming

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.