Jolly Phonics 1(basics) Age 4 to 5
|Step 1||Teach letter sounds from Groups 1 – 3
– Blend regular words that use the letter sounds e.g. in, hot, bus etc.
|Teach letter sounds from Groups 1 – 3 and how to write them
Develop the ability to hear the sounds in words – holding up a finger for each sound
|Step 2||Blend regular words that:-
– start with a consonant blend e.g. stop, clap, drip etc.
– have two letters making the same sound e.g. hill, rabbit, duck etc.
– are long e.g. sunset, handbag, milkman etc.
|– Make words with magnetic plastic letters – the children identify the sounds and choose the letters
Dictate simple words – the children write on whiteboards or paper
– Develop the ability to hear the sounds in consonant blends
|Step 3||Teach letter sounds from Groups 4 – 7
Teach blending of regular words with digraphs e.g. rain, tree, pie,
– Develop the understanding that the digraphs <oo> and <th> have 2 sounds e.g. foot/moon, this/thin
|Teach letter sounds from groups 4 – 7 and how to write them – Demonstrate the joining of digraphs (if school has a policy of early joined writing)
Dictate regular words that contain the new letter sounds e.g. train, jet, boil, queen etc.
|Step 4||– Teach tricky words 1 – 10 by blending them and learning the correct pronunciation e.g. the, he, was, to etc.
– Practise the tricky words until they can be read automatically
– Introduce capital letters and their sounds
|– Introduce letter names
– Teach spelling of tricky words 1 – 10
– Check accuracy of spelling by dictating tricky words – children to write words or make them with plastic letters
|Step 5||– Introduce Red Level Readers. Only the children who know the first 10 tricky words, and can blend regular words that use the 42 letter sounds, should be expected to read these books by themselves – Understand the importance of initially using decodable books||– Dictate sentences that have tricky words 1 – 10 and regular words that use the letter sounds that have been taught so far e.g. I sleep in a big bed.
– Encourage independent writing
Materials: Whiteboard software, Pupil book 1 , readers (orange, red).
Jolly Phonics 2(advanced) Age 5 to 6
After covering stage 1-4
Week 1-8 : stage 1-4
|Step 6||– Teach the sounds of the letter <y> when it is being a vowel e.g. my, funny, system
– Teach tricky words 11 – 20
– Now the Yellow Level Jolly Readers can follow on from the Red Level Readers
|– Teach the spelling of tricky words 11 – 20
– Dictate sentences that use the tricky words, as well as regular words containing letter sounds that have already been taught
– Continue encouraging independent writing
|Step 7||– Teach the alternative magic ‘e’ long vowels and blend regular words that contain these vowels e.g. ape, these, fine, home, tube
– Teach tricky words 21 – 40
– Now the Green Level Readers can follow on from the Yellow Level Readers
|– Teach the alternative magic ‘e’ long vowels and dictate regular words and/or sentences that contain these vowels e.g. lane, theme, ride, hope, cube
– Teach the spelling of tricky words 21 – 40
– Continue with independent writing
Materials: Whiteboard software, Pupil Book 2 , readers (yellow)
Weekly plan for Kindergarten and grade 1,grade 2
Day1 Phonics lesson from pupil/Grammar books
Day 2 Grammar lesson from pupil/Grammar books
Day3 Reading Comprehension from reading scheme
Day 4 Independant writing
Day 5 Review and assessment
Jolly Grammar 1 Age 6 to 7
After covering stage 1-5
Week 1-8= stage 1-5
|Further Phonics||Alternatives /ea/, /igh/, /ow/ (snow), /ew/, /ir/, /ur/, /au/, /aw/, /al/, /oy/, /ow/ (cow) Now Blue Level Readers can be introduced.
– nk is a blend but easier if children learn it as if it is a digraph; – wh is another way of writing /w/ (with some dialects it has its own sound) – ph has a /f/ sound; – ue, ew, and u-e can also be pronounced as an /oo/ sound
Materials: Whiteboard software, Grammar pupil book 1, readers (green level)