Spelling -op and -ig words

Ages 5–7 · 3 minutes · English

Use flashcards to practice beginner spelling words with the -op and -ig pattern

Use flashcards to master spelling words like mop, pop, hop, top, drop, slop, big, pig, wig, dig and fig. Help Lolly the Clown reach the finish line!

Part of

Learn to Spell 1

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.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.1.3.b — Decode regularly spelled one-syllable 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.
ELA21.1.7b — 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.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.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.

Arizona

1.WF.3.a — Spell common, regular, single-syllable words using:
1.WF.3.a.1 — Short vowels and single consonants.
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 — Know and apply phonics and word analysis skills when encoding words.
1.WF.3.a.3 — Initial and final consonant blends (e.g., must, slab, plump).

Arkansas

K.FR.14.PE — Encode one-syllable words with single consonants and all short vowels (e.g., cat, net, hit, pop, pup).
1.FR.12.PE — Encode one-syllable words with consonant clusters and short vowel patterns (e.g., flat, drift, quit, stand, frost, sprint, strap).
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.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.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.

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.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.

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.b — Decode and encode regularly spelled one-syllable words with closed syllables and consonant blends.
RF.1.3 — Know and apply grade-level phonics, which includes word analysis skills to support decoding and encoding words.

Kansas

W.1.11.d — Use conventional spelling for words with common spelling patterns and for frequently-occurring irregular words.
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.

Kentucky

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.
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.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.

Maine

L.2.1.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
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.

Maryland

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.

Massachusetts

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).

Michigan

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.

Minnesota

1.2.1.2 — Accurately spell words in common word families and high-frequency words; use phonetic spelling for other words.
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.

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).
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Missouri

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

Montana

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.

Nebraska

LA.1.F.3.c — Decode and encode regularly spelled one-syllable words.
LA.K.F.3.d — Encode consonant-vowel-consonant (CVC) 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.K.FW.2 — Demonstrate sound-letter concepts when writing.

Nevada

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.

New Hampshire

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.

New Jersey

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 Mexico

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.

New York

KL2 — Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. (See Notes for grade-band conventions.)
KRF3b — Decode short vowel sounds with common spellings.
KRF3c — Decode some 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 — Know and apply grade-level phonics and word analysis skills in decoding words.
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.

North Dakota

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

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

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.3b — Associate the long and short sounds with common spellings for the five major vowels.

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.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.1.1.1.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.

Rhode Island

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

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.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.
K.L.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).
1.RF.3.a — Know the spelling-sound correspondences for common consonant blends and digraphs.

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.
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.WC.4 — Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.

Texas

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

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.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.

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).
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).

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).
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.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

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