Learn to Spell: -ol words

Ages 6–8 · 6 minutes · English

Practice spelling -ol words like gold, wolf and folder!

Students can build their intermediate spelling skills by practicing spelling words with the -ol pattern such as gold, cold, stroll, told, wolf, golf and folder.

Prior experience with basic spelling is recommended.

Part of

Learn to Spell 3

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.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

Alabama

ELA21.2.38i — Encode words that follow the _-ild, -ost, -old, -olt,_ and _-ind_ patterns.
ELA21.2.10g — Decode and encode words that follow the _-ild, -ost, -old, -olt,_ and _-ind_ patterns.
ELA21.1.7i — With prompting and support, decode words that follow the _-ild, -ost, -old, -olt,_ and _-ind_ patterns.

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).
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

Arizona

3.WF.3.a — Spell single-syllable words with less common and complex graphemes (e.g., ough, augh, old, -ind, -ost, -ild families).
3.WF.3 * — Know and apply spelling conventions and patterns.
2.WF.3 — Know and apply phonics and word analysis skills when encoding words.

Arkansas

2.FR.12.PE — Encode long vowel patterns (e.g., wild, told, kind, most, colt).
1.FR.14.PE — Encode one-syllable words with double-letter endings (e.g., fill, pass, buzz).

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).
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

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).
RWC20-GR.2-S.2-GLE.3-EO.a.vi — Identify words with inconsistent but common spelling-sound correspondences.
RWC20-GR.2-S.2-GLE.3 — Apply knowledge of complex spelling patterns (orthography) and word meanings (morphology) to decode words with accuracy.

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.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.

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).
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.

Florida

ELA.1.C.3.1 — Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
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.2.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).
ELAGSE2RF3.e — Identify words with inconsistent but common spelling-sound correspondences.
ELAGSE1RF3.b — Decode regularly spelled one-syllable words.

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).
2.RF.3e — Identify words with inconsistent but common spelling-sound correspondences.
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.
2.GC.M.3a — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
1.FR.PH.3b — Decode regularly spelled one-syllable words.

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).
RF.1.3.b — Decode regularly spelled one-syllable words.
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.b — Decode and encode regularly spelled one-syllable words with closed syllables and consonant blends.
L2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
RF.2.3.e — With prompting and support, decode and encode words with inconsistent but common spelling-sound correspondences.

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.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.
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.

Maine

L.2.2.d — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
L.2.1.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
R.3.2.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.1.3.b — Decode regularly spelled one-syllable words.
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.
2.1.1.2.a — Know and apply grade-level phonics and word analysis skills in decoding words: know the spelling-sound correspondences for the common vowel graphemes.
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.
1.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: decode regularly spelled one-syllable words including final e and vowel teams, consonant digraphs and diphthongs, and inflectional suffixes and two-syllable words that follow six-syllable types, 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.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.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

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

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.FW.2 — Demonstrate sound-letter concepts when writing.
LA.1.F.3.a — Decode and encode words using knowledge of sound-spelling correspondence for common consonant digraphs, tri-graphs, and blends.

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).
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

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).
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.
RF.1.3.b — Decode regularly spelled one-syllable words.

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).
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.2.3.d — Identify words with inconsistent but common spelling-sound correspondences.

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.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

New York

1L2 — Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. (See Notes for grade-band conventions.)
1RF3c — Decode regularly spelled one-syllable words.
2L2 — Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. (See Notes for grade-band conventions.)
2RF3 — Know and apply phonics and word analysis skills in decoding words.

North Carolina

RF.1.4.b — Decode regularly spelled one-syllable words.
RF.2.4.e — Identify words with inconsistent but common spelling-sound correspondences.
RF.2.4 — Know and apply grade-level phonics and word analysis skills in decoding words.

North Dakota

1.F.9 — Encode words with phoneme-grapheme correspondences:
1.F.9b — two consonant blends
1.F.9d — double consonants at the end of words

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).
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

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
2.2.SE.2 — Students will use correct spelling when writing the following syllable types in single-syllable and multisyllabic words: a. closed b. open c. vowel-consonant-silent e d. r-controlled *sequential skills

Oregon

2.L.2d — Generalize learned spelling patterns when writing words.
1.L.2d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular 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.1.1.1.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.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.1.4.2.F — Demonstrate a grade- appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize proper nouns. • Use commas and apostrophes appropriately. • Spell words drawing on common spelling patterns. • Consult reference material as needed.

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.1.3.b — Decode regularly spelled one-syllable words.
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)
ELA.1.F.3.6.INIS — Students should build or make new words based on the scope and sequence of what has been taught from ELA.K.F.3.8 and ELA.1.F.3.8.

South Dakota

1.L.2.d — Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.RF.3.b — Decode regularly spelled one-syllable words.
2.L.2.e — Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Tennessee

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.
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.
2.FL.WC.4.b — Use conventional spelling for regular two- and three-syllable words containing combined syllable types, compounds, and common prefixes and derivational suffixes.
K.FL.PWR.3.e — Distinguish between similarly spelled words by identifying the letters that differ.

Texas

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;
2.2C.i — spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
1.2C.ii — spelling words with initial and final consonant blends, digraphs, and trigraphs;

Utah

2.R.3.j — Read and spell words with phonograms (i.e., -old, -ild, -ost, -olt, -ind).

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

Virginia

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.
2.LU.2.C — Generalize learned spelling patterns when writing words.
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.

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).
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.2.3.e — Identify words with inconsistent but common spelling-sound correspondences.

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).
ELA.2.II — Know and apply grade-level phonics and word analysis skills in decoding words.
ELA.2.II.e — Identify words with inconsistent but common spelling-sound correspondences.

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.2.L.6.d — Use common spelling patterns, phonemic awareness, and basic reference materials to solve words.
ELA.2.RF.3.c — Decode and encode regularly spelled one, two, and some three syllable CVC pattern words (e.g., 1 syllable: mat, 2 syllable: picnic, 3 syllable: fantastic, etc.).
ELA.K.RF.3.d — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.