-y flashpack

Ages 5–7 · 6 minutes · English

Use flashcards to practice intermediate spelling words with the -y pattern

Use flashcards to master spelling words like try, cry, dry, fly, sky, spy, shy and fry. Help Ry the Spy get to 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.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.1.3.b — Decode regularly spelled one-syllable words.

Alabama

ELA21.2.38m — Encode words with 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 for these words.
ELA21.2.10k — Decode and encode words with 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 for these words.

Alaska

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Arizona

1.WF.3.a — Spell common, regular, single-syllable words using:
1.WF.3.a.4 — Long vowel patterns spelled correctly, including VCe (Vowel-Consonant-silent e) (e.g., came, like), common vowel teams (e.g., boat, play, wait, see, team, right), and open syllables (e.g., go, cry).
1.WF.3 — 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

1.FR.19.PE — Encode one-syllable words with the most common spellings for final long vowel sounds (e.g., say, play, cry, why, tree, snow).
1.FR.20.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.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

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.2-S.3-GLE.4-EO.b.iv — Generalize learned spelling patterns when writing words (for example: cage → badge; boy → boil).

Connecticut

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.1.3.a — Know the spelling-sound correspondences for common consonant digraphs.

Delaware

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Florida

ELA.1.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends. • Decode simple words with r-controlled vowels. • Decode and encode regularly spelled one-syllable words. • Decode words with inflectional endings. • Decode two-syllable words with regular patterns by breaking the words into syllables. • Decode words that use final –e and vowel teams to make long-vowel sound.
ELA.1.C.3.1 — Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Georgia

ELAGSE1L2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
ELAGSE2L2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Hawaii

1.L.2d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
2.L.2d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

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.
2.GC.M.3a — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Illinois

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

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
2.W.8 — Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Capitalizing greetings, months and days of the week, titles and initials in names, and proper nouns, including holidays and geographic names. b. Punctuation – I. Correctly using a period, question mark, or exclamation mark at the end of a sentence. II. Using an apostrophe to form contractions and singular possessive nouns. III. Using commas in greetings and closings of letters, dates, and to separate items in a series. c. Encoding – I. Correctly spelling words with short and long vowel sounds, r-controlled vowels, and consonant-blend patterns. II. Generalizing learned spelling patterns (e.g., word families) when writing words. III. Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone). (E) Communication and Collaboration

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.

Kansas

W.1.11.d — Use conventional spelling for words with common spelling patterns and for frequently-occurring irregular words.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences (e.g., -ay, -igh).

Kentucky

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize spelling patterns.

Louisiana

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage→ badge; boy→ boil).

Maine

L.2.1.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Maryland

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

Massachusetts

L.1.2.e — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.e — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

Michigan

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

Minnesota

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

Mississippi

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

Montana

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Nebraska

LA.1.F.3 — Know and apply phonics and word analysis skills in decoding and encoding (spelling) words.
LA.1.F.3.c — Decode and encode regularly spelled one-syllable words.
LA.1.F.3.a — Decode and encode words using knowledge of sound-spelling correspondence for common consonant digraphs, tri-graphs, and blends.
LA.1.FW.2 — Demonstrate sound-letter concepts when writing.

Nevada

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

New Hampshire

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

New Jersey

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

New Mexico

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.1.3.b — Decode regularly spelled one-syllable words.

New York

1L2 — Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. (See Notes for grade-band conventions.)
1RF3b — Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e conventions and common vowel teams).
1RF3c — Decode regularly spelled one-syllable words.

North Carolina

RF.1.4.b — Decode regularly spelled one-syllable words.
RF.1.4 — Know and apply grade-level phonics and word analysis skills in decoding words.

North Dakota

2.F.9f — functions of y
2.F.9 — Encode words with phoneme-grapheme correspondences:
1.F.8j — functions of y
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.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Oklahoma

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.
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.PWS.2 — Students will decode words by applying knowledge of syllable types in one-syllable words: a. closed b. open

Oregon

1.L.2d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
2.L.2d — Generalize learned spelling patterns when writing words.
2.RF.3e — Identify words with inconsistent but common spelling-sound correspondences.

Pennsylvania

CC.1.4.1.F — Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions.
CC.1.4.1.L — Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions.
CC.1.4.1.R — Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions.

Rhode Island

L.1.2.e — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.e — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

South Carolina

ELA.1.F.3.8 — Decode and encode words using: a. onset/rime; b. consonant blends (i.e., initial and final); c. consonant digraphs (i.e., ch, sh, th, wh, ph, ck); d. trigraphs (e.g., -tch, -dge)*; e. combination (i.e., qu); f. VCe; g. vowel r (e.g., ar, er, ir, or, ur); h. common inflectional endings that do not change the base word (e.g., -s, -ed); i. contractions with am, is, has, and not; j. hard and soft sounds of c and g (c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y) *; k. vowel y in the final position of one- and two-syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound (e.g., fly-my; baby-happy, myth-gym) *; l. words that follow the -ild, -ost, -old, -olt, and -ind patterns (e.g., mild, host, fold, jolt, kind); m. silent letter combinations (e.g., kn, wr, mb, gh, gn) *; n. words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound (e.g., cliff, hill, pass); and o. words with final /v/ sound, using knowledge that no English word ends with a v. (e.g. have, give, save).
ELA.1.F.3 — Know and apply phonics and word analysis skills in decoding and encoding words. (FK -1.3-2.18 LF BR-430)

South Dakota

1.L.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.L.2.e — Spell grade-appropriate high-frequency words.
1.RF.3.a — Know the spelling-sound correspondences for common consonant blends and digraphs.

Tennessee

1.FL.WC.4.b — Use conventional spelling for one-syllable words with common vowel spelling patterns including CVCe, common vowel teams, final -y, and r-controlled vowels.
1.FL.WC.4 — Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
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

1.2C — demonstrate and apply spelling knowledge by:
1.2C.iii — spelling words using sound-spelling patterns; and
1.2C.ii — spelling words with initial and final consonant blends, digraphs, and trigraphs;
1.2C.i — spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;

Utah

1.R.3.a — With prompting and support, identify and begin using consonant and vowel y while reading (i.e., consonant sound: /y/ as in yes, vowel sound: final sound /ī/ as in fly, final sound /ē/ as in baby, and medial sound /ĭ/ in gym).
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.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

Virginia

1.LU.2.C — Use conventional spelling of words with commonly taught spelling patterns and for frequently occurring irregular words.
1.FFR.3.B — Decode and encode words with long vowels, open syllables, (CV, CCV) and vowel consonant-e (CVCE, CCVCE).
1.FFW.2.A — Use phoneme-grapheme (sound/symbol) correspondence to encode (spell) single-syllable words containing closed syllables (cvc, ccvc, cvcc, and ccvcc), open syllables (cv, ccv), vowel-consonant-e (cvce, ccvce).
1.FFW.2.C — Encode (spell) unfamiliar words by recognizing and applying taught word patterns.

Washington

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Washington, D.C.

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

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

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.1.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Wyoming

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
L.1.2.e — Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.