Introduction

For teachers and parents.

This spelling book is recommended for Second Class pupils. It is recommended that the
dictation from Spelling Made Fun with visual patterns Book 1 lower level 3 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 3

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.

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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 ,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.

On pages 101-111 of the workbook the pupil can record his/her weekly spelling test and
rate his/her performance by ticking the appropriate face.

The pupil can complete the grid on pages 112 & 113 at the end of each week colouring a
bee for each correct spelling and marking their score. Progress can be monitored easily
by both parent and teacher by checking this grid.

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 List

Wr
ite
1
Practise spelling these words each night.
LIST 1 MON TUES WED THURS
camp
lamp
clamp
damp
stamp
ramp
tramp
jump
jumper
jumped
dump
dumper
lump
pump
thump
grumpy

Write the amp letter

pattern in each lamp.

Now make new words with the amp letter pattern.

Write them on the lines.
l c
d
st
amp cr
r
tr cl
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Use the words you made to finish the sentences.
1. I like to outside in the summer if it is fine.
2. The traffic warden will your car if you park on
a yellow line.
3. I need to go to the post office to buy a .
4. I have a on the locker beside my bed.
5. The was dressed in old shabby clothes.
6. It was very cold and this morning.
Write the ump letter Build Pyramids using the ump letter
pattern beside the pattern. Write the words.
pump. ump
d
d s
d er
d ing
d ed
ump
j
j s
j er
j ing
j ed

Colour the correct word in each sentence. Write the new

sentence.
I like jump jumping on my trampoline.

I wear a jump jumper when I feel cold.

The builder drove a dumping dumper .

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Write the ump words in the jumper and the amp words in the lamp.

camp jump dump lamp grumpy

stamp pump dumper tramp bump

Draw a grumpy face. Finish the sentence.

The man is grumpy because

Now put the words below in alphabetical order.

abc
nopq
e l m r x yz
d

fghijk stuvw

camp jump dump lamp grumpy

stamp pump thump ramp

1. 4. 7.

2. 5. 8.

3. 6. 9.

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 List

Wr
ite
2
Practise spelling these words each night.
LIST 2 MON TUES WED THURS
imp
chimp
letter
better
Ireland
island
England
Scotland
father
mother
family
son
reason
season
*
*
Write the name of your school and your local
town or city in the blank spaces marked * above. SPELLING
TIP
Write
island An island
is land
Look at Ireland, Scotland and England
What word can you see in all of them? Write it in the pencil.
Highlight land in the words above.
Remember to use
Choose words from words above and SPELLING capital letters
put beside the correct country. TIP for the name of a
country.

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Write
son

son
rea___ ______
sea___ ______ Write Write

Can you find the two little words in the words below?

season + =
father + =
There are four s in the year.
Spring, Summer, Autumn and Winter.
Write the missing letters. Colour the word other in
mother.
mother father
m_the_
m___er
____er
m_____
f__her
f_the_
f____r
___her
mother
______ ______
Can you see any other little words in mother?
Write them in the pencils.

Write
mother

Write
father

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 SPELLING
TIP father and mother I love you.

Say the tip as you write the word.

Write
family
How many people are in your family?

There are people in my .

Write three sentences about your family on the lines below.

Fill in the crossword. Use the word list.

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2 4

Across Down
1. Summer is one. 1. Opposite of daughter.
2. The country we live in. 2. is + land =
3. Another name for monkey?
3. 4. You put a stamp on it.
5. A country beginning with ‘E’.
4. Sounds like ‘season’. 6. I was sick now I am .

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