-oa flashpack

Ages 5–7 · 6 minutes · English

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

Use flashcards to master spelling words like coat, boat, goat, road, load, toad, soap and loaf. Help Gelda the Goat 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.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.

Alabama

ELA21.1.31f — With prompting and support, encode words with the common vowel teams and diphthongs.
ELA21.1.7 — Apply knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately both in isolation and within decodable, grade-appropriate texts.
ELA21.2.38g — Encode words with the common vowel teams, including diphthongs.

Alaska

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Arizona

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 — Spell common, regular, single-syllable words using:
2.WF.2.a.2 — Vowels: /o/ = o, o_e, oa, ow (long o) /a/ = a, a_e, ai, ay, eigh (long a)

Arkansas

2.FR.13.PE — Encode one-syllable words with common vowel teams (e.g., rain, pay; beach; high, pie; boat, snow, toe; book; new, moon).
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.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.

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.

Connecticut

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Delaware

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.
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.
ELAGSE1RF3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
ELAGSE2RF3.b — Know spelling-sound correspondences for additional common vowel teams.

Hawaii

1.L.2d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.RF.3c — Know final -e and common vowel team conventions for representing long vowel sounds.
2.RF.3b — Know spelling-sound correspondences for additional common vowel teams.
2.L.2d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Idaho

1.FR.PH.3c — Know final -e and common vowel team conventions for representing long vowel sounds (e.g., ai, ay, ee, ea, oa, and oe).
1.GC.M.3a — Use conventional spelling for words with common, taught spelling patterns and frequently occurring irregular words.
2.FR.PH.3a — Know spelling-sound correspondences for common short and long vowel teams (e.g., head, hook, boat, weigh) including diphthongs (e.g., toil, cloud).

Illinois

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.

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
1.RF.5 — Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), 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.c — Decode and encode regularly spelled one-syllable words with final-e (VCe) patterns. Decode regularly spelled one-syllable words with common vowel team patterns that represent long vowel sounds.
RF.2.3.b — Decode and encode common vowel teams. With prompting and support, decode and encode additional vowel teams.
L2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Kansas

RF.1.3.c — Know final -e and common vowel team patterns for representing long vowel sounds.
W.1.11.d — Use conventional spelling for words with common spelling patterns and for frequently-occurring irregular words.
W.2.11.d — Generalize learned spelling patterns when writing words.

Kentucky

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final –e and common vowel team conventions for representing long vowel sounds.
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.
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.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage→ badge; boy→ boil).
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.

Maine

L.2.1.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
R.3.1.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
R.3.2.b — Know spelling-sound correspondences for additional common vowel teams.

Maryland

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.

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.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.

Michigan

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.

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.
2.1.1.2.a — Know and apply grade-level phonics and word analysis skills in decoding words: know the spelling-sound correspondences for the common vowel graphemes.

Mississippi

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.
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.RF.3.A.b — identifying letters for the spelling of short and long vowels
1.RF.3.A.e — combining sounds from letters and common spelling patterns to create and decode recognizable words
2.RF.3.A.e — decoding words with vowel digraphs

Montana

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.

Nebraska

LA.1.F.3.c — Decode and encode regularly spelled one-syllable words.
LA.1.F.3.d — Decode and encode final -e and common vowel team conventions for representing long vowel sounds.
LA.1.F.3 — Know and apply phonics and word analysis skills in decoding and encoding (spelling) words.
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.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
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.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.

New Jersey

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.a — Know spelling-sound correspondences for common vowel teams.

New Mexico

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

New York

1RF3b — Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e conventions and common vowel teams).
1RF3 — Know and apply phonics and word analysis skills in decoding words.
1RF3c — Decode regularly spelled one-syllable words.
2RF3a — Distinguish long and short vowels when reading regularly spelled one-syllable words (including common vowel teams).

North Carolina

RF.1.4.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.4.b — Decode regularly spelled one-syllable words.
RF.2.4.b — Know spelling-sound correspondences for additional common vowel teams.

North Dakota

2.F.9b — vowel teams
2.F.9 — Encode words with phoneme-grapheme correspondences:

Ohio

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.

Oklahoma

2.2.SE.1 — Students will use correct spelling when writing the following sounds in words: a. digraphs b. trigraphs c. vowel digraphs d. r-controlled *sequential skills
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.
1.RF.3c — Know final -e and common vowel team conventions for representing long vowel sounds.
2.L.2d — Generalize learned spelling patterns when writing words.
2.RF.3b — Know spelling-sound correspondences for additional common vowel teams.

Pennsylvania

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.
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.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.e — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.

South Carolina

ELA.2.F.3 — Know and apply phonics and word analysis skills in decoding and encoding words. (FK 1.98-5.34 LF 420-820)
ELA.2.F.3.8 — Decode and encode multisyllabic words using: a. consonant digraphs (i.e., sh, th, ch, wh, ph, ck); b. combination (e.g., qu); c. three-consonant blends (e.g., str-, scr-); d. blends containing digraphs (e.g., thr-, -nch); e. trigraphs (e.g., -tch, -dge); f. variable vowel teams and vowel diphthongs (i.e., oi, oy; ou, ow; au, aw; oo, ew, ue; ee, ea; igh, ie; ai, ay); g. vowel-r combinations (i.e., ar, air, are, ear, eer, er, ere, eir, ir, or, oar, ore, our, ur); h. common inflectional endings that may change the base word (e.g., -ed, -ing, -s, -es); i. words with a after w read /ä/ and a before l read /â/ (e.g., wash, water, wasp; tall, all, talk, small, fall); j. words with the hard and soft sounds of c and g, in context and in isolation. (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. 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; l. words with vowel y in medial position, producing the short /ĭ/ sound for these words (e.g., fly-my; baby-happy; myth-gym); m. words with silent letter combinations. (e.g., kn, wr, gn, mb, gh); and n. contractions with am, is, has, not, have, would, and will.
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.RF.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
2.L.2.e — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

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.PWR.3.c — Know the final –e and common vowel team conventions for representing long vowel sounds, including r controlled vowels.
2.FL.WC.4.a — Use conventional spelling for one-syllable words including position-based patterns, complex consonant blends, less common vowel teams for long vowels, vowel-r combinations, contractions, homophones, plurals, and possessives.

Texas

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

Utah

1.R.3.b — With prompting and support, identify and begin reading and spelling words with all six syllable types (i.e., open, closed, CVCe, vowel team, vowel-r, consonant -le).
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.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Virginia

2.FFR.3.B — Decode and encode words with vowel teams and r-controlled vowels.
2.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), vowel teams, and r-controlled vowels.
1.FFW.2.C — Encode (spell) unfamiliar words by recognizing and applying taught word patterns.
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.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.

Washington, D.C.

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.
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.1.II.c — Know final -e and common vowel team conventions for representing long vowel sounds.
ELA.2.37.d — Generalize learned spelling patterns when writing words (e.g., cage / badge; boy / boil).
ELA.2.II.b — Know spelling-sound correspondences for additional common vowel teams.

Wisconsin

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.c — Know final -e and common vowel team conventions for representing long vowel sounds (Examples include but are not limited to: ai, ay, oa, ea, ee, ie, ue, ow).
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).

Wyoming

L.1.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
RF.1.3.c — Know final -e and common vowel team conventions for representing long vowel sounds.
L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.b — Know spelling-sound correspondences for additional common vowel teams.