Introduction

For teachers and parents.

This spelling book is recommended for First Class pupils. It is recommended that the
dictation from Spelling Made Fun with visual patterns Book 1 Lower level 2 is used
in conjunction with this workbook. Dictation is an essential element of the programme.

Some pupils are natural spellers and seem to become proficient spellers without any
explicit instruction. But the vast majority of pupils need to be given strategies and cues
to assist them in learning spelling. Learning to spell works best when it is multisensory
and multistrategy.

Learning to spell involves developing four different kinds of spelling knowledges.

Phonological knowledge
How a word sounds and the pattern of sounds in words. Pupils can learn to segment
words into individual sounds and syllables. They can recognise onset and rime, rhyming
words and blend sounds to make words.

Visual Knowledge
How letters and words look. Using this knowledge pupils can focus on patterns in words
and visual cues that support memory .

Morphemic Knowledge
How words are related by meaning. Word building is explored and pupils look at how
changes to a word create changes to the words meaning. It requires understanding of
root word , prefixes, suffixes and syllables.

Etymological knowledge
How words are derived, the origin of words and the effect this has on spelling patterns.
This spelling workbook contains 32 units of work. Each unit has a spelling list. The purpose
of this spelling workbook is to give children activities based on the spelling lists to
reinforce the spelling and improve retention. It provides a multisensory, multistrategy
approach to spelling. It is designed to accompany the Spelling Made Fun with visual
patterns Book 1 lower, level 2.

It is important that children understand the meaning of the words that they are
learning to spell, so many of the exercises in the workbook involve the pupils using the
words in the context of a sentence. Dictation is an essential element of the programme
as writing the target words in the context of a sentence makes them more meaningful
and easier to remember.

3
 Introduction
For teachers and parents.
This spelling book is recommended for First Class pupils. It is recommended that the
dictation from Spelling Made Fun with visual patterns Book 1 Lower level 2 is used
in conjunction with this workbook. Dictation is an essential element of the programme.

Some pupils are natural spellers and seem to become proficient spellers without any
explicit instruction. But the vast majority of pupils need to be given strategies and cues
to assist them in learning spelling. Learning to spell works best when it is multisensory
and multistrategy.

Learning to spell involves developing four different kinds of spelling knowledges.

Phonological knowledge
How a word sounds and the pattern of sounds in words. Pupils can learn to segment
words into individual sounds and syllables. They can recognise onset and rime, rhyming
words and blend sounds to make words.

Visual Knowledge
How letters and words look. Using this knowledge pupils can focus on patterns in words
and visual cues that support memory .

Morphemic Knowledge
How words are related by meaning. Word building is explored and pupils look at how
changes to a word create changes to the words meaning. It requires understanding of
root word , prefixes, suffixes and syllables.

Etymological knowledge
How words are derived, the origin of words and the effect this has on spelling patterns.

This spelling workbook contains 32 units of work. Each unit has a spelling list. The purpose
of this spelling workbook is to give children activities based on the spelling lists to
reinforce the spelling and improve retention. It provides a multisensory, multistrategy
approach to spelling. It is designed to accompany the Spelling Made Fun with visual
patterns Book 1 lower, level 2.

It is important that children understand the meaning of the words that they are
learning to spell, so many of the exercises in the workbook involve the pupils using the
words in the context of a sentence. Dictation is an essential element of the programme
as writing the target words in the context of a sentence makes them more meaningful
and easier to remember.

3
There are three pages of activities for each word list and the word lists contain the
bank of words to be learned for a week. The LOOK, SAY, COVER, WRITE, CHECK
technique is recommended. On Monday night for homework using the Look, Say, Trace
,Cover, Write, Check technique the pupil writes at least the first 4 words on the list.
The pupils should be encouraged to say aloud each word as they write. Tracing over the
letters before they write should also be encouraged. This multi-sensory approach using
the motor, auditory, visual and tactile techniques increases the probability of the pupil
retaining the spelling. Any pupil who wishes to practise more words each night should be
encouraged to do so. On Tuesday night the first 8 and on Wednesday the first 12 words
so that by Thursday all 16 words should be recorded on the list. The words should be in
the same sequence in each column for each night of the week. On the practice sheets
the pupils should use highlighters to highlight the pattern as an aid to memory.

There is a lot of emphasis on the visual letter patterns in the word lists, finding little
words in the bigger words and any cues that will make it easier for the pupil to memorise
the words, spelling tips, rules and mnemonics.

The worksheets are to assist busy class teachers in their classrooms.

The activities are designed so that the pupil can work independently or with limited
instruction ,to allow the teacher to facilitate group teaching in his/ her classroom eg.
while groups are working on their workbooks the teacher can be doing dictation with
another group using the dictation sentences that correspond with the lists from The
Spelling Made Fun With Visual Patterns programme.

Although the words on the worksheets are printed the children should be encouraged
to complete their work using a cursive handwriting style if it is used in their school.
Research has shown that cursive handwriting aids recall of letter order and hence
improves spelling.

The children should be encouraged to add the words which give them problems to the
word bank at the back of the activity book, My Tricky Words. This is their own personal
word bank.

4
 List

Wr
ite
1
Practise spelling these words each night.
LIST 1 MON TUES WED THURS
come
home
some
women
back
sack
black
snack
track
school
pool
wool
tool
fool
where
her

Write the ome letter

pattern in each balloon.

Now make new words with the Write the words beside
ome letter pattern. the pictures.
c _ _ _ *
h _ _ _ *
w _ _ _ n *
s _ _ _ *
5
Look at the word women.
Can you make two little words in women?
Write them in the pencils

Which word? sum or some

2 Can I have cake?
+2
4 I got my right.
sum I saw women outside the shop.
Write the ack letter pattern in each sack.

Now make some new words and write them on the lines.
s b Write 1. 4.
tr p 2. 5.
ack
sn bl 3. 6.

Use the words to finish the sentences.

1. I will come home soon.
2. I up my things at school when it is home time.
3. Santa has a full of toys.
4. This is the colour .
5. I will eat my at school.
6. This is a .

6
Write the ool letter pattern in each ball of wool.

Circle ool in Use the words to finish the sentences.

these words.
I can swim in the deep end of the .
pool
cool This is my .
wool Look at the ball of .
school
tool You should not around in school.
fool A hammer is a .
Trace over school
in 4 different
colours.

Write
school
Make a sentence with the word school.

Can you make three little Colour her black.

where
words in where?
Write them in the pencils.

Read: Where is her black

ball of wool?
Now cover the sentence and
write from memory.