-og flashpack

Ages 5–7 · 6 minutes · English

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

Use flashcards to master the following spelling words: dog, log, hog, fog and jog. Help Bagel the Beagle reach the finish line!

Part of

Spelling

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.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.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.

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).
K.FR.16.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).

California

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.
RF.K.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

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.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)

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.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.

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.2d — Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
1.RF.3b — Decode regularly spelled one-syllable words.

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.
K.FR.PH.3d — Distinguish between similarly spelled CVC words by identifying the sounds of the letters that differ.

Illinois

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.
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.
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.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.d — Spell simple words phonetically, drawing on knowledge of letter-sound relationships.
RF.1.3.b — Decode regularly spelled one-syllable words.
W.K.11.c — Write a letter or letters for most consonant and short vowel sounds.

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

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.2.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.1.3.b — Decode regularly spelled one-syllable words.

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.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.

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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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

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

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.RF.3.A.a — producing and writing letter(s) for most short vowel and consonant 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.
RF.1.3.b — Decode regularly spelled one-syllable words.

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.F.3.c — Decode consonant-vowel-consonant (CVC) words.
LA.K.FW.2 — Demonstrate sound-letter concepts when writing.

Nevada

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

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.

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.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

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

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.
1L2 — Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. (See Notes for grade-band conventions.)
KRF3c — Decode some regularly spelled one-syllable words.

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.K.3.e — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

North Dakota

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

Ohio

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.
RF.K.2.e — Add or substitute individual phonemes (sounds) in simple, one-syllable words to make new words

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).
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.

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.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.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.1.4.1.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.

Rhode Island

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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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.K.F.3.5 — Blend letter sounds to decode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words in isolation and in text.

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

Texas

K.2C.i — spelling words with VC, CVC, and CCVC;
K.2C — demonstrate and apply spelling knowledge by:
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;

Utah

1.R.3 — Demonstrate mastery of age-appropriate phonics skills.
K.R.3 — Demonstrate mastery of age-appropriate phonics skills.

Vermont

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

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.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.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Washington, D.C.

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.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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