Spelling -at and -og words

Ages 5–7 · 3 minutes · English

Use flashcards to practice beginner spelling words with the -at and -og pattern

Use flashcards to master spelling words like cat, sat, hat, bat, rat, hog, dog, jog and log. Help Daisy the Cow reach the finish line!

Part of

Learn to Spell 1

Standards alignment

Common Core State Standards

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

Alabama

ELA21.1.31a — Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables.
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.

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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Arizona

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.
1.WF.3.a — Spell common, regular, single-syllable words using:
1.WF.3.a.1 — Short vowels and single consonants.
K.WF.3 — Know and apply phonics and word analysis skills when encoding words.

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.

California

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).
L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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 — Refine foundational reading skills through understanding word structure, word relationships, and word families.
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.3-GLE.4-EO.b.iv — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Connecticut

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).
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.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.

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.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.K.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.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.

Hawaii

1.L.2d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
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.

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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

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.
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.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.

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.
W.1.11.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., 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.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.

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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

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.
L.2.K.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Maryland

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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).

Massachusetts

L.K.2.e — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.1.2.e — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.K.2.d — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Minnesota

1.2.1.2 — Accurately spell words in common word families and high-frequency words; use phonetic spelling for other words.
0.2.1.2 — Demonstrate one-to-one letter-sound correspondence.
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.

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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

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
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
K.L.1.B.g — use inventive spelling with beginning, final, and medial sounds

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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Nebraska

LA.K.F.3.d — Encode consonant-vowel-consonant (CVC) words.
LA.1.F.3.c — Decode and encode regularly spelled one-syllable 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.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.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

New Hampshire

L.K.2.d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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).

New Jersey

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

New York

KRF3b — Decode short vowel sounds with common spellings.
1RF3c — Decode regularly spelled one-syllable words.
KRF3c — Decode some regularly spelled one-syllable words.
KRF1b — Recognize that spoken words are represented in written language by specific sequences of letters.

North Carolina

RF.1.4.b — Decode regularly spelled one-syllable words.
RF.K.4.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
RF.1.4 — Know and apply grade-level phonics and word analysis skills in decoding words.

North Dakota

K.F.9 — Encode words with phoneme-grapheme correspondences:
K.F.9b — predictable short vowels
K.F.9a — predictable consonants

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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel phonemes (sounds).

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.
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).

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.
K.RF.3e — Decode cvc 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.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.

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.
L.K.2.d — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

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 — Know and apply phonics and word analysis skills in decoding and encoding words. (FK -1.3-2.18 LF BR-430)
ELA.1.F.3.8 — 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.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.

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.
K.L.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

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.WC.4.b — Write a letter/letters for most consonant and short vowel sounds (phonemes).
K.FL.WC.4.c — Represent phonemes first to last in simple words using letters (graphemes) such as rop for rope.

Texas

K.2C.i — spelling words with VC, CVC, and CCVC;
K.2C.ii — spelling words using sound-spelling patterns; and
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;

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.
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.
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).

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).
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.C — Encode (spell) unfamiliar words by recognizing and applying taught word patterns.
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.LU.2.C — Use conventional spelling of words with commonly taught spelling patterns and for frequently occurring irregular words.

Washington

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).
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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

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.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.

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.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).