Learn to Spell: -og words

Ages 4–6 · 4 minutes · English

Practice spelling -og words like dog, log and frog!

Students can build their beginner spelling skills by practicing spelling words with the -og pattern such as hog, dog, fog, jog, log and frog.

No prior experience is required.

Part of

Learn to Spell 1

Standards alignment

Common Core State Standards

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Alabama

ELA21.K.35b — With prompting and support, encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words.
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.
ELA21.K.10c — Decode consonant-vowel-consonant (CVC) words in isolation and in decodable text.
ELA21.K.10b — Identify the vowel in a closed syllable and produce the short vowel sound for the five major vowels when decoding closed syllables.

Alaska

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Arizona

K.WF.3.b — Write or select an initial or final consonant when a medial vowel is provided.
K.WF.3.c — Spell VC (Vowel-Consonant) (e.g., at, in) and CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) words with short vowel sounds.
K.RF.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.WF.3.a — Represent phonemes in simple words, using letter-sound relationships.

Arkansas

K.FR.14.PE — Encode one-syllable words with single consonants and all short vowels (e.g., cat, net, hit, pop, pup).
K.FR.16.PE — Encode words phonetically, drawing on knowledge of sound-letter relationships.
K.FR.2.CP — Recognize that spoken words are represented in written language by specific sequences of letters and that print carries meaning (e.g., the spoken word “dog” is represented in print by d-o-g).
K.FR.9.PD — Decode one-syllable words with single consonants and all short vowels (e.g., bag, sip, web, hog, cut).

California

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
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 words both in isolation and in text.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Colorado

RWC20-GR.K-S.3-GLE.4-EO.b.iv — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RWC20-GR.1-S.2-GLE.3-EO.c.viii — Use onsets and rimes to create new words (for example: ip to make dip, lip, slip, ship)
RWC20-GR.K-S.2-GLE.3-EO.a.ii — Recognize that spoken words are represented in written language by specific sequences of letters.
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.K-S.3-GLE.4-EO.b.iii — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RWC20-GR.PS-S.2-GLE.4.c — Attend to the beginning letters and sounds in familiar words.

Connecticut

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
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 words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Delaware

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Florida

ELA.K.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Demonstrate knowledge of the most frequent sound for each consonant. • Demonstrate knowledge of the short and long sounds for the five major vowels. • Decode consonant-vowel-consonant (CVC) words. • Encode consonant-vowel-consonant (CVC) words.
ELA.K.C.3.1 — Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
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.

Georgia

ELAGSEKL2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
ELAGSEKL2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
ELAGSE1L2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
ELAGSEKRF3.a — Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.
ELAGSEKRF1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Hawaii

K.L.2c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
K.L.2d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
K.RF.3b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
K.RF.3d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.RF.1b — Recognize that spoken words are represented in written language by specific sequences of letters.

Idaho

K.GC.M.3 — Spell words phonetically, drawing on knowledge of sound-letter relationships.
K.FR.PA.2d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken three-phoneme (consonant-vowel-consonant, or CVC) words and say the resulting word (Note: This does not include CVCs ending with /l/, /r/, or /x/.)
K.FR.PC.1b — Recognize that spoken words are represented in written language by specific sequences of letters.

Illinois

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Indiana

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.
K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)
K.RF.8 — Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E)
K.RF.2 — Recognize that written words are made up of sequences of letters.

Iowa

RF.K.3 — Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding words.
RF.K.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.3.a — Demonstrate basic knowledge of phoneme-grapheme (one-to-one, letter-sound) correspondences by producing the primary and most frequent sounds for each consonant.
RF.K.3.b — Associate the long and short sounds with common graphemes (spellings) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Kansas

W.K.11.c — Write a letter or letters for most consonant and short vowel sounds.
W.K.11.d — Spell simple words phonetically, drawing on knowledge of letter-sound relationships.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
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).
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Kentucky

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds.
L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Orally distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Louisiana

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
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 words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Maine

L.2.K.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.2.K.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
R.1.K.b — Recognize that spoken words are represented in written language by specific sequences of letters.
R.3.K.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
R.3.K.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Maryland

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Michigan

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Minnesota

0.1.1.2.a — Know and apply grade-level phonics and word analysis skills in decoding words: decode words using one-to-one letter sound correspondences in three-phoneme CVC words and knowledge of word families, demonstrating both accuracy and automaticity.
0.2.1.2 — Demonstrate one-to-one letter-sound correspondence.
1.2.1.2 — Accurately spell words in common word families and high-frequency words; use phonetic spelling for other words.

Mississippi

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.b — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Missouri

1.L.1.B.e — spell words using regular spelling patterns
1.RF.3.A.e — combining sounds from letters and common spelling patterns to create and decode recognizable words
K.L.1.B.h — write and name letters for consonant and vowel sounds
K.RF.3.A.d — recognizing that new words can be created when letters are changed, added, or deleted and using letter-sound knowledge to write simple messages and words

Montana

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Nebraska

LA.K.F.3.d — Encode consonant-vowel-consonant (CVC) words.
LA.K.F.3.a — Demonstrate basic knowledge of one-to-one sound to letter correspondences by producing the primary or many of the most frequent sounds for each consonant.
LA.K.F.3.c — Decode consonant-vowel-consonant (CVC) words.
LA.K.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.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

New Hampshire

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

New Jersey

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.
L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
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).

New Mexico

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

New York

KRF3b — Decode short vowel sounds with common spellings.
KRF3c — Decode some regularly spelled one-syllable words.
KRF1b — Recognize that spoken words are represented in written language by specific sequences of letters.
KRF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
KRF3a — Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant.

North Carolina

RF.K.4 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.4.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.4.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.3.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

North Dakota

K.F.9 — Encode words with phoneme-grapheme correspondences:
K.F.9b — predictable short vowels
K.F.8b — predictable short vowels spelled with a, i, o, u, e
K.F.9a — predictable consonants

Ohio

L.K.2.c — Write a letter or letters for most consonant and short-vowel phonemes (sounds).
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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Oklahoma

K.2.SE.2 — Students will represent all of the sounds in a Consonant/Vowel/Consonant (CVC) word logically in phonetic spelling (e.g., "kat" for cat or "fer" for fur).
K.2.PA.3 — Students will isolate and pronounce initial and final sounds in spoken words.
K.2.PA.5 — Students will blend and segment onset and rime in one-syllable spoken words (e.g., blending: /j/ + og = jog; segmenting: cat = /c/+ at).
K.2.PWS.4 — Students will blend letter sounds to decode simple Vowel/Consonant (VC) and Consonant/Vowel/Consonant (CVC) words (e.g., VC words = at, in, up; CVC words = pat, hen, lot).

Oregon

K.L.2d — Spell simple words phonetically.
K.RF.3e — Decode cvc words.
K.RF.1b — Recognize that spoken words are represented in written language by specific sequences of letters.
K.RF.3a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.RF.3d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Pennsylvania

CC.1.1.K.D — Know and apply grade-level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to-one letter-sound correspondence. • Associate the long and short sounds with common spellings for the five major vowels. • Read grade-level high-frequency sight words with automaticity. • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
CC.1.1.K.C — Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize and produce rhyming words. • Count, pronounce, blend, and segment syllables in spoken words. • Blend and segment onsets and rimes of single-syllable spoken words. • Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three-phoneme (CVC) words.
CC.1.4.K.R — Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize first word in sentence and pronoun I. • Recognize and use end punctuation. • Spell simple words phonetically.
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.
CC.1.4.K.L — 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.K.2.e — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.K.2.d — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

South Carolina

ELA.K.F.3.8 — Decode and encode words using: a. VC; b. CV; c. CVC; d. consonant digraphs (i.e., ch, sh, th, wh); and e. combination (i.e., qu).
ELA.K.F.3.4 — Identify the vowel and produce the vowel sound in a printed syllable or word when decoding: a. in a closed syllable (VC: at; CVC: bat); b. in an open syllable (e.g. he, so, me, go, hi); and c. in a vowel- consonant-e (VCe) syllable with prompting and support.
ELA.K.F.3.5 — Blend letter sounds to decode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words in isolation and in text.
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

K.L.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
K.L.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
K.RF.1.b — Recognize that spoken words are represented in written language by specific sequences of letters.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Tennessee

K.FL.WC.4.d — Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels.
K.FL.PWR.3.a — Demonstrate knowledge of one-to-one letter sound correspondence by producing the most frequent sound for each consonant.
K.FL.WC.4 — Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
K.FL.WC.4.c — Represent phonemes first to last in simple words using letters (graphemes) such as rop for rope.
K.FL.PWR.3.d — Decode regularly spelled CVC words.

Texas

K.2C.i — spelling words with VC, CVC, and CCVC;
K.2C.ii — spelling words using sound-spelling patterns; and
K.2B.i — identifying and matching the common sounds that letters represent;
K.2C — demonstrate and apply spelling knowledge by:

Utah

K.R.3.b — Demonstrate mastery of short vowel sounds (/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/) in isolation and in VC and CVC words in singlesyllable words.
K.R.3 — Demonstrate mastery of age-appropriate phonics skills.
K.R.3.a — Demonstrate mastery of all consonant names and sounds using one-to-one letter-sound correspondence (alphabetic principle).
K.R.2.b — Identify the initial, medial, and final sound in 2–3 phoneme words.

Vermont

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
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 words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Virginia

K.FFW.2.A — Encode (spell) one syllable words with short vowels and one syllable words beginning or ending in a digraph (e.g., ch, sh, th, wh).
K.FFW.2.C — With prompting and support, use phoneme/grapheme (sound/symbol) correspondences to spell grade-level high-frequency words with accuracy.
K.FFR.2.C — Isolate the initial, medial, and final sounds in three phoneme (individual sound) words (excluding words ending with /l/, /r/, or /x/).
K.FFR.3.G — Decode (read) and encode (spell) words with short vowels, including words beginning or ending in a digraph (e.g., ch, sh, th, wh).
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.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Washington, D.C.

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

West Virginia

ELA.K.37.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
ELA.K.37.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships
ELA.K.II.b — Associate common spellings (graphemes) with the five major short vowel sounds.
ELA.K.II.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
ELA.K.V.b — Recognize that spoken words are represented in written language by specific sequences of letters.

Wisconsin

ELA.K.L.6.c — Phonetically spell simple words drawing on knowledge of letter-sound relationships. Related to Reading Foundational standards (RF.K.3).
ELA.1.RF.3.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).
ELA.K.RF.1.b — Recognize spoken words are represented in written language by specific sequences of letters.
ELA.K.RF.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
ELA.K.RF.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

Wyoming

L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.K.3.b — Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.