Jolly Phonics Teacher's Book JL9629 (black and white edition)

Te a c h er ’s

B o o k

Part 2: Lesson Plans

A Brief Overview of the Programme

What is Jolly Phonics?

Jolly Phonics is a multisensory programme that teaches young children the skills they need to read and write fluently in their first year of school, although the basic principles of the programme cover the skills needed for learning to read and write whatever the age. The teaching is divided into two parts, with a write-in Pupil Book for each part. The Jolly Phonics Teacher’s Book provides step-by-step lesson plans for each Pupil Book and an in-depth introduction to the programme. This structured approach is suited to wholeschool, whole-class teaching but it also works well with individual children.

At the heart of the programme is the teaching of the English alphabetic code, which expresses the relationship between the sounds that can be heard in words and the letter(s) that are used to represent those sounds. When children read a word, they are decoding: They look at the letters, recognise the sounds they represent, and blend the sounds to hear the word. When the children write a word, they are encoding: They listen for the sounds in the word and write the letters that represent those sounds. English has a complex written alphabetic code (see the chart on pages 20 and 21), which is why it needs to be systematically and carefully taught. Pupil Book 1 teaches the children one way to write each letter sound and then Pupil Book 2 introduces and revises the main alternative spellings.

The principal aim of Jolly Phonics is to teach children the five key skills that they need to apply the English alphabetic code successfully in their reading and writing. Once the children have mastered these skills, Jolly Phonics continues to extend and consolidate the learning, introducing the children to alternative letter-sound spellings, new tricky words, basic sentence structure, pre-dictionary skills and reading comprehension. Pupil Book 1 teaches the five key skills, while Pupil Book 2 consolidates and extends the learning.

Jolly Phonics has been developed by classroom teachers and has a tried and tested record of success in many different places and settings around the world. Teachers following this method can be assured that their children will read and write independently much more quickly. Case studies and links to research can be found on the Jolly Learning website.

The five key skills taught in Jolly Phonics

Jolly Phonics Pupil Book 1 teaches the five key skills for reading and writing:

1. Learning the letter sounds

2. Learning letter formation

3. Blending (for reading)

4. Identifying the sounds in words (for writing)

5. Tricky words

The first four skills are taught simultaneously. Each lesson introduces a new letter sound and teaches the children how to write the letter(s) that represent the sound. The children then practise blending and segmenting words which use that sound.

Letter Sound /s/

Introducing the letter sound: Use a story such as the one below, along with the action.

Sam has a dog called Samson. One sunny morning, Sam takes Samson for a walk down by the stream. While Samson snuffles about in the grass, Sam looks around. He sees a swan swimming past a snail on a stone. He also spots a toadstool, some spiders, a small mouse and a bird on her nest. Sam picks up a stick and throws it for Samson to fetch. Samson chases after it and sniffs around for the stick in the grass. Suddenly, he starts barking, “Woof, woof, woof!” Sam skips over to see what Samson has found. In front of Samson is a large, spotty snake. It is sitting up and hissing, “Ssssss!” Sam grabs hold of Samson and the snake slithers slowly away.

Action: The children weave their hand like a snake, while making a continuous /ssssss/ sound.

Letter formation: Explain how the letter for /s/ is written. The children write over the dotted letters in their books and then try again using the starting dots.

Blending: Say the sound /s/ with the children and encourage them to point to the dot under the ‹s› in their books as they do so. Then do some auditory blending.

Jolly Phonics Pupil Book 1: Page 4

Letter Sound /a/

Flashcards: Revise the letter sound /s/.

Introducing the letter sound: Use a story such as the one below, along with the action.

The Smith family is having a picnic. They spread out a big picnic blanket and lay all their food on it. Adam unpacks the apples and Annie helps to make the jam sandwiches. As they start eating, Annie rubs her arm. “Something is tickling me,” she says. “Something is tickling me, too,” says Adam, eating his apple. All of a sudden, Annie shouts, “A…a…a...a!” They all look at Annie and see some ants crawling up her arm. Everyone jumps up quickly. There are ants everywhere! “Oh dear,” says Dad. “We must have put the blanket over an ants’ nest.” They pack up their things and move to a nicer spot.

Action: The children pretend that ants are crawling up their arm and say a, a, a, a.

Letter formation: Explain how the letter for /a/ is written. The children write over the dotted letters in their books and then try again using the starting dots.

Blending: Say the sounds /s/ and /a/ with the children and encourage them to point to the dot under

Call out the sounds in a word and ask the class to blend them together and say the word. For example, say the sounds in sun – /s-u-n/ – and encourage the children to call out sun.

Identifying the sounds: Look at the four pictures at the bottom of the lesson page and say the words with the class: sun, spider, snail, tree. The children listen for the word that does not start with the sound /s/ and cross out its picture [tree]. They can then colour in the pictures.

Further ideas: Sing the /s/ song from Jolly Songs. Make snake shapes from dough or modelling clay. Paint ‹s› snakes cut out of paper or card and make mobiles or a collage. Pin up the /s/ section of the Wall Frieze.

each letter in their books as they do so. Then do some auditory blending. Call out the sounds in a word and ask the class to blend them together and say the word. For example, say the sounds in ant – /a-n-t/ – and encourage the children to call out ant.

Identifying the sounds: Look at the four pictures at the bottom of the lesson page and say the words with the class: ant, arrow, sock, apple. The children listen for the word that does not start with the sound /a/ and cross out its picture [sock]. They can then colour in the pictures.

Dictation: Call out the sounds /a/ and /s/ and ask the children to write the letter for each one.

Further ideas: Sing the /a/ song from Jolly Songs. Cut some apples in half and use them to print colourful shapes. Paint large letter ‹a›s cut out of paper or card and make mobiles or a collage. Pin up the /a/ section of the Wall Frieze.

Letter Sound /t/

Flashcards: Revise the letter sounds /s/ and /a/.

Introducing the letter sound: Use a story such as the one below, along with the action.

It is a sunny day, and Tom and Tamiko are playing outside with their toys. At first, they sit in the tent and play with a toy train, a spinning top and a teddy bear. Then they think about what to do next. “I know,” says Tamiko, “let’s play a game of tennis!” The two children grab their rackets and start to play over by the tulips. Each time the ball hits the racket, it makes a noise. They have a great time, taking turns to hit the ball to each other: “t, t, t, t.” A cat, a toad and a tortoise are watching them play. The animals turn their heads from side to side as they watch the ball go back and forth, just like people at a tennis match: “t, t, t, t.”

Action: The children pretend to watch a game of tennis, turning their heads from side to side as they say t, t, t, t.

Letter formation: Explain how the letter for /t/ is written. It is a tall letter and starts slightly higher up than the letters ‹s› and ‹a›. The children write over the dotted letters in their books and then try again using the starting dots.

Jolly Phonics Pupil Book 1: Page 6

Letter Sound /i/

Flashcards: Revise the letter sounds /s/, /a/ and /t/.

Introducing the letter sound: Use a story such as the one below, along with the action.

Zack has a white pet mouse, who lives in a cage on his bedroom desk. One day, Zack forgets to close the cage door properly and the little mouse escapes. She runs along the desk and knocks over a bottle of ink. Crash! The lid comes off and the ink spills everywhere! It even splashes the little mouse; “i, i, i, i,” she squeaks and scampers off to a mouse hole close by. Zack follows the inky paw prints across the carpet, but he cannot find the little mouse. Safe in her hiding place, she sits and scrubs her fur, but the ink will not come off. She decides that from now on she will make the mouse hole her home and call herself Inky Mouse.

Action: The children pretend to be a mouse stroking its whiskers and say i, i, i, i.

Letter formation: Explain how the letter for /i/ is written. The children write over the dotted letters in their books and then try again using the starting dots.

Blending: Ask the class to look at the words it and sit on the lesson page. Say the sounds with the

Blending: Ask the class to look at the words at and sat on the lesson page. Say the sounds with the class, and then blend the sounds together to read the word. The children point to the dot underneath each sound as they say it.

Identifying the sounds: Look at the four pictures at the bottom of the lesson page and say the words with the class: tent, squirrel, teddy (bear), tortoise. The children listen for the word that does not start with the sound /t/ and cross out its picture [squirrel]. They can then colour in the pictures.

Dictation: Call out the sounds /t/, /a/ and /s/ and ask the children to write the letter for each one.

Further ideas: Sing the /t/ song from Jolly Songs. Ask the children to bring in their teddies and have a teddy bear day. Make model tortoises from modelling clay. Play a game of table tennis. Pin up the /t/ section of the Wall Frieze.

class, and then blend the sounds together to read the word. The children point to the dot underneath each sound as they say it.

Identifying the sounds: Look at the four pictures at the bottom of the lesson page and say the words with the class: insects, ink, octopus, igloo. The children listen for the word that does not start with the sound /i/ and cross out its picture [octopus]. They can then colour in the pictures.

Dictation: Call out the sounds /i/, /t/, /a/ and /s/ and ask the children to write the letter for each one.

Further ideas: Sing the /i/ song from Jolly Songs. Make pictures from inky fingerprints. Hunt around the classroom, looking for the letter ‹i› in books or on posters. Pin up the /i/ section of the Wall Frieze.

Teaching with Pupil Book 2

Weekly Units 1 to 13

Jolly Phonics Pupil Book 2 provides 26 weekly units. The first 13 units cover four main topics: Alternatives, Handwriting, Tricky Words, and Words and Sentences. These topics consolidate and extend the skills taught in Pupil Book 1. The children regularly practise the basic letter sounds and tricky words they have learnt, but they are also introduced to the main alternative vowel spellings, capital letters, the alphabet, further tricky words and guided sentence writing. The regular blending activities in Further Practice encourage the children towards greater fluency in their reading and the various writing activities help them to become independent and confident writers.

The unit topics should not be taught in one lesson; they should be spread across the week. Each one follows a pattern and the following types of activities are covered on a regular basis.

1. Alternatives

In Pupil Book 1, the children are taught one way of writing each sound. However, one of the complexities of English spelling is the fact that there are various ways that certain sounds, particularly the vowel sounds, can be written. These alternative spellings also need to be taught.

...in addition, download this activity sheet from the Resource Bank on the Jolly Learning website. The children can write the letters for the 42 sounds and practise reading the tricky words that they have learnt so far.

The following alternative letter-sound spellings are introduced in Units 1 to 13:

• ‹y› making the sound /ee/ at the end of a word, as in holly

• ‹ck› making the sound /ck/ in words with a short vowel sound, as in back

• double letters in words with short vowels, as in rabbit

• the ‘hop-over e’ digraphs (also known as split digraphs), which are found in words such as cake, eve, kite, rope and mule

• the ‹ay› spelling for the sound /ai/, as in day

• the ‹oy› spelling for the sound /oi/, as in boy

• the ‹ea› spelling for the sound /ee/, as in leaf

• the ‹y› and ‹igh› spellings of the sound /ie/, as in my and high

• the ‹ow› spelling, which can make the sound /oa/ (as in snow) and the sound /ou/ (as in owl)

• the ‹ir› and ‹ur› spellings of the sound /er/, as in bird and curl.

• the ‹aw›, ‹au› and ‹al› spellings of the sound /or/.

To begin with, the children should only be expected to recognise the alternative letter-sound spellings when reading; they should not be expected to use them consistently in their writing. However, the more children are exposed to words with these spellings, the more likely they are to remember how to write these words later on. Therefore it is important that the children have plenty of practice blending words with the alternative

Unit 5

Revision

Use flashcards to revise /ai/, /ee/, /ie/, /oa/, /ue/; ‹ck› and the short vowels /a/, /e/, /i/, /o/, /u/; ‹y› as /y/ and /ee/; and tricky words to, do, are, all, you, your, come, some, said, here, there, they. Dictate some of the 42 letter sounds.

Alternatives: the long vowel sounds

• Explain that the vowel letters – ‹a›, ‹e›, ‹i›, ‹o›, ‹u› –have long sounds as well as short ones: /ai/, /ee/, /ie/, /oa/, /ue/. The spelling of each short and long vowel sound starts with the same letter, but in the short vowels this letter says its sound and in the long vowels it says its name. This is because vowels are ‘magic’ and when two of them are close together in a word, the second vowel can influence the way the first vowel is pronounced.

• Show the class the alternative spellings of the long vowels: ‹a_e›, ‹e_e›, ‹i_e›, ‹o_e›, ‹u_e›. In these digraphs the two vowel letters are separated by a consonant letter (represented by a dash). The second vowel – magic ‹e› – does not say its sound; instead, it uses its magic to hop back and turn the short vowel sound into a long one.

• Read the word under each spelling with the class. The children then write inside the outline spellings and say the long vowel sounds. Then they match the words bike, mule, cake, rope and Steve to the correct pictures.

Jolly Phonics Pupil Book 2: Page 8

Unit 6

Revision

Use flashcards to revise /ai/, /ee/, /ie/, /oa/, /ue/; ‹ck› and the short vowels; ‹y› as /y/ and /ee/; and tricky words all, you, your, come, some, said, here, there, they, go, no, so. Dictate some of the 42 letter sounds.

Alternatives: long vowels and magic ‹e›

• Show the children the hop-over ‹e› digraphs (also known as split digraphs) in their books and remind them that these are another way of writing the long vowel sounds: /ai/, /ee/, /ie/, /oa/, /ue/. The ‹e› at the end of each one does not say its sound; instead, it uses its magic to hop back and turn the short vowel sound into a long one. Write the words tap, Pet, rip, not and cut on the board and read them with the class. Then add ‹e› to each one and read them again.

• The children write inside the outline spellings and say the long vowel sounds. They then read the word under each spelling: game, these, wide, joke, use.

• The children write over the dotted words plane, athlete, kite, home and cube. They then read the words and draw a picture for each one.

Handwriting: Y, X, Q

• The children go to page 45 of their books and say the alphabet, pausing between the groups. Call out some letters and ask the class to point to them.

Handwriting: Z, W, V

• The children go to page 45 of their books and say the alphabet, pausing between the groups. Call out some letters and ask the class to point to them.

• Revise ‹z›, ‹w› and ‹v›, and teach the class how to write the capital letters. Ask the children to practise writing them in their books.

Dictate ‹Z›, ‹W› and ‹V›.

Tricky words: go, no, so

In each word the ‹o› is tricky because it makes its long vowel sound /oa/. Work this out with the children and ask them to write over the dotted words, colour the edges of the flowers yellow, and underline the tricky parts in purple. Dictate the tricky words after the class have practised writing them a few times.

Words and sentences: the fish

See page 45. Discuss the picture and elicit some sentences from the class. Read the words weed, tail, crab, fish and long with the class, and model the sentence That fish has a long tail. The children copy the sentence and write some more of their own if they are able.

Further practice (See page 67.)

• Revise ‹y›, ‹x› and ‹q›, and teach the class how to write the capital letters. Ask the children to practise writing them in their books. Dictate ‹Y›, ‹X› and ‹Q›.

Tricky words: my, one, by The ‹y› in my and by is tricky because it is an alternative spelling of the sound /ie/. One is irregular because it says /wun/; saying it as it sounds will help the class to remember the spelling. Work this out with the children and ask them to write over the dotted words. They then colour the edges of the flowers yellow [my] or red [one, by], and underline the tricky parts in purple. Dictate the tricky words after the class have practised writing them a few times.

Words and sentences: in the dark

See page 45. Discuss the picture and elicit some sentences from the class. Read the words stars, twig, moth, wing and tree with the class, and model the sentence The moth is on the tree. The children copy the sentence and write some more of their own if they are able.

Further practice (See page 67.)

Jolly Phonics Teacher’s Book is an essential guide to using Pupil Books 1 and 2 in the classroom

Jolly Phonics is a multisensory programme that teaches young children the skills they need to read and write fluently in their first year of school. This book is a comprehensive resource for teachers who want to teach the programme alongside the Jolly Phonics Pupil Books. It offers a set of structured lesson plans that give step-by-step guidance on all aspects of the lesson, including the pupil book activities. It also provides an in-depth introduction to Jolly Phonics and a summary of key points to help teachers get started.

Pupil Book 1

• Daily lessons introduce the 42 main letter sounds of English.

• Regular activities practise the five key skills for reading and writing.

• Structured segmenting activities progress from identifying initial sounds to hearing all the sounds in a word.

Pupil Book 2

• Weekly units cover key topics such as Alternatives, Handwriting, Tricky Words, and Words and Sentences.

• Regular lessons introduce and revise the main alternative vowel spellings, capital letters, alphabet and new tricky words. Part 2 introduces ‹ph›, soft ‹c›, soft ‹g› and the /air/ spellings.

• Guided writing and reading comprehension activities introduce basic sentence structure and reading for meaning.

The material in the Jolly Phonics Teacher’s Book and Pupil Books is recommended by Cambridge Assessment International Education to support the Cambridge Primary English curriculum framework.

To see the full range of Jolly Phonics products, visit our website at www.jollylearning.co.uk

© Sue Lloyd and Sara Wernham 2010 (text)

77 Hornbeam Road, Buckhurst Hill, Essex, IG9 6JX, UK Tel: +44 20 8501 0405

82 Winter Sport Lane, Williston, VT 05495, USA Tel: +1-800-488-2665

Printed in the UK. All rights reserved.

www.jollylearning.co.uk

info@jollylearning.co.uk

ISBN 978-1-84414-962-9

Reference: JL9629