View Sample P2 Phonics Teacher Book - JL7250 - BE Prec (1) flipbook.
Written by Sue Lloyd and Sara Wernham Edited by Angela HockleySAMPLE COPY
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. The teaching is divided into three parts or ‘steps’, with a write-in Pupil Book for each step. The Jolly Phonics Teacher’s Book provides step-by-step lesson plans for each Pupil Book and an in- depth introduction to the programme. 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. The principle 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 Books 2 and 3 consolidate and extend the learning. 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 words which use that sound and undertake a variety of activities that develop their ability to identify the sounds, including the target sound, in words. The tricky words are taught by encouraging the children to blend the sounds, listen to the word and identify the tricky part of the spelling. As a result, they are not introduced until the sound /sh/ is taught. By then the children have had plenty of blending practice and know most of the letter sounds. There are 40+ sounds in English, which is considerably more than there are letters in the alphabet. Pupil Book 1 introduces them at a rate of one sound a day. Most children are very capable of coping with this fast and stimulating pace. However, the A Brief Overview of Jolly Phonics 3 Part 1: IntroductIonSAMPLE COPY
4 a BrIef overvIew of Jolly PhonIcs rate of introduction can be adjusted according to the number and duration of lessons available and the age of the children. A list of the 42 letter sounds, shown in the order of teaching, is shown on page 7. How to use the Teacher’s Book For ease of use, the Jolly Phonics Teacher’s Book is divided into two distinct sections. The first (yellow) part gives a comprehensive introduction to the Jolly Phonics programme and explains the methodology in detail. It is a good idea to read the first part of this book before using the Pupil and Teacher’s Books in the classroom. The second part provides structured lesson plans for every lesson, along with an answer sheet for each Pupil Book page. It has three colour-coded sections: the red section covers the 39 daily lesson plans for Pupil Book 1; the blue section covers the lessons in the 13 weekly units of Pupil Book 2; and the green section covers the lessons in the 13 weekly units of Pupil Book 3. The weekly units are not intended to take up all the time allocated for English lessons. This means that teachers are free to teach other aspects of literacy, such as comprehension and creative writing, in the remaining time. Supplementary materials Together, the Jolly Phonics Pupil and Teacher’s Books provide a comprehensive resource for teaching children to read and write. However, Jolly Phonics has a wealth of supplementary materials to help teachers deliver the programme in a fun and engaging way. Several are mentioned in this book, such as the Finger Phonics Big Books, Jolly Phonics Cards, Jolly Songs, Jolly Phonics Wall Frieze, Tricky Word Wall Flowers and Jolly Phonics Readers. Parental support Learning to read and write fluently is vital for children. All parents know this and want their children to master these skills. The majority of parents are keen to help, but are not sure how to go about it. It is a good idea to invite new parents to a meeting, where it is explained to them how reading and writing is taught in the school. These meetings provide an opportunity to introduce the Pupil Books and to explain how the parents can support their children. Support for children who struggle to learn the basic skills In every class there will be a few children who find it difficult to memorise the letter sounds and who struggle to blend and segment words. These children tend to have a weak visual memory and poor auditory skills. However, this does not mean that they need different teaching from the other children. In fact, they need the same teaching, but far more of it.SAMPLE COPY
5 a BrIef overvIew of Jolly PhonIcs It is important to identify any struggling children at an early stage. It is a good idea to provide some extra teaching for these children if possible. Not all of the children who are struggling will be at the same stage; there will be a range of abilities. Some children will only need extra support for a few weeks before they begin to make steady progress. Other children may have more significant difficulties. Despite their differences, all the children should receive the same type of teaching. With regular blending and writing practice and by revising the letter sounds, teachers can ensure that the children master the five skills. For more information on how to support struggling children, see page 33. The development of Jolly Phonics The Jolly Phonics methodology was developed and tested over a period of time at Woods Loke Primary School in Lowestoft, England. Before 1975, reading was taught at this school using an essentially visual, whole-word approach. Most children read well. However, there was always a group of children who had problems remembering words and who could not cope satisfactorily with reading or writing. These children did not pick up letter sounds easily or relate them to words. It was, therefore, decided to teach the letter sounds first, to see if early letter knowledge would help them. This approach proved to be much more successful for the children as a group, and those children who had problems were much fewer in number. This outcome reflects the findings of several research studies, which found that knowing the letters was the best predictor of success in learning to read. Later, in the early 1980s, Woods Loke Primary School took part in an external research experiment where the children were encouraged to listen for the sounds in words. Some children found this easy and others struggled. This led to the children being taught to listen carefully for the sounds in words, to identify them, and to relate them to the letters (phonemic awareness). This teaching method made it much easier for the children to learn to read and write. They became fluent readers much earlier than before, and best of all, the group of children with reading problems was almost non-existent. It was rare to have a child in the school scoring below 90 on the Young’s Reading Test, and the average was between 110 and 116. (The Young’s Reading Test is designed so that a score of 100 is the average. It is also designed so that half of all children will fall in the range 90–110). The children learnt to read much faster when they knew the letter sounds and could work out words for themselves. Independent writing started much earlier than usual and accurate spelling developed more quickly. These results also reflect the findings of independent research studies, which show that both blending skills and phonemic awareness are strong predictors of reading success. The key advantages of the programme are these: Jolly Phonics teaches children to recognise all the main letter sounds early on and shows them how to relate the sounds to the symbols, and so, to understand the alphabetic code used for reading and writing. At an early stage, the children have a way of writing every letter sound and this means that they are soon able to write whatever they wish. With Jolly Phonics, children can be taught to read at a young age, even at a pre-school age. The effectiveness of Jolly Phonics has been highlighted by numerous research studies, in which the achievements of children taught with Jolly Phonics have been much greater than those of children taught with other methods. A number of research studies can be viewed on the Jolly Learning website: www.jollylearning.co.uk.SAMPLE COPY
Alternative vowel spellings 11 learnIng the letter sounds Long ‹a› ai rain, waist, drain a_e date, plate, flame ay day, stay, play Long ‹e› ee seed, bleed, street e_e these, theme ea seat, cream, read Long ‹i› ie pie, tie, lie i_e pipe, line, shine y my, fly, cry igh night, fight, bright Long ‹o› oa boat, float, goat o_e bone, close, smoke ow snow, slow, pillow Long ‹u› ue value, argue, cue u_e cube, fuse, mule ew few, pew Long /oo/ oo moon, fool, shoot ue glue, blue, true u_e rude, flute, rule ew blew, flew, brew /er/ er her, supper, sister ir bird, shirt, third ur turn, burn, purse /or/ or fork, port, storm aw claw, saw, shawl au fault, pause, taunt al talk, walk, chalk /oi/ oi oil, coin, spoil oy boy, toy, enjoy /ou/ ou loud, mouse, cloud ow cow, clown, brownSAMPLE COPY
Decodable Readers The letter-sound skills that are taught in Pupil Book 1 enable the children to tackle their first reading books. Once Pupil Book 1 has been completed, any children who are able to decode regular words independently and know the first twelve tricky words can start reading decodable books. If the Jolly Phonics Readers are available, these children can be given books from the Red Level. Even if such books are not available, all the children can practise their blending skills by blending the words and reading the sentences provided in Pupil Book 2. These can be found in the Further Practice section in every lesson. The Orange Level readers are designed for children who have been taught the 42 letter sounds, but who are not confident or fluent in their reading. The levels are aligned to the letter-sound groups. The decodable words in each level only use the letter sounds for that level and below. This makes the books easier for the children to read. Weekly Units in Pupil Book 2 Jolly Phonics Pupil Book 2 provides 13 weekly units, each with lessons covering four main topics: Alternatives, Handwriting, Tricky Words, and Words and Sentences. These lessons consolidate and extend the skills taught in Pupil Book 1. So 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. Not all the pages in Pupil Book 2 represent one complete lesson; the activities for Tricky Words and Words and Sentences share the same page. Each of the main lesson topics follow a pattern and the following types of activities are covered on a regular basis. Teaching with Pupil Book 2 80SAMPLE COPY
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. To begin with, the children should only be expected to recognise the alter- native 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 spellings. Every lesson in Pupil Book 2 has a Further Practice section, providing words and sentences that contain the alternatives taught so far, along with the tricky words the children have learnt. This section is also useful for blending words that are not strictly regular, but which can be read with a little adjustment, such as words with the schwa sound, words with the ‹nk› spelling or words in which the ‹s› says /z/. The children do not usually find this adjustment difficult in their blending, especially if the word is in their vocabulary. The following alternative letter-sound spellings are introduced in Pupil Book 2: • ‹y› making an /ee/ sound at the end of a word, as in holly. • ‹ck› making a /ck/ sound 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/. 81 teachIng wIth PuPIl Book 2SAMPLE COPY
2. Handwriting In Pupil Book 1, letter formation focuses on the lower-case letters. In Pupil Book 2, the children are taught how to write the capital letters. However, it should not be assumed that the children have now mastered writing all the lower-case letters, and regular practice is required. In the first half of Pupil Book 2, the lower- case letters are revised alongside their capital letters. In the second half of Pupil Book 2, the letters are revised again, with the children being reminded how to write tall letters, letters that have a tail that goes under the line, or caterpillar /c/ letters, for example. Capital letters are also practised across the year, first in the letter-sound groups, and then in the four alphabet sections. Reciting the alphabet is a regular act- ivity in Pupil Book 2, as it is a useful way to introduce the children to the letter names, and also prepares them for using a dictionary later on. There are regular revision activities for the capital letters, based on variations of matching lower- and upper-case letters, as well as capital letter dictation. Flashcards are a useful resource for practising the capital letters. They can be used for short bursts of revision or in matching games such as Snap or Pairs. These games are also useful for practising the tricky words. Letter formation is very important and it is worth taking the time to get it right. It is much easier to ensure that the children are using the right formation at the start than try to correct their formation later on. For more information on letter formation, see pages 13 to 15 of the Introduction. Word dictation is also a regular activity in the Handwriting lesson. For more information on dictation, see page 25 of the Introduction. 3. Tricky Words In Pupil Book 1, the children are introduced to the first twelve tricky words. In Pupil Book 2, regular lessons teach and revise the next 28 tricky words: • you, your, come, some, said, here, there, they, go, no, so, my (yellow flowers) • one, by, only, old, like, have, live, give, little, down, what, when (red flowers) • why, where, who, which (green flowers) 82 teachIng wIth PuPIl Book 2SAMPLE COPY
To teach the tricky words, encourage the children to blend the sounds, listen to the word and work out which part of the spelling is tricky. It might also help if they underline the tricky part in purple in their books. The children then practise writing the tricky words in their books, using the Look, Cover, Copy, Write, Check method introduced in Pupil Book 1. Once the children have practised writing the words several times, the new tricky words can be dictated to them. For more information on tricky words, see pages 29 to 32 of the Introduction. Once Unit 4 has been taught, the children who are ready can move on to the Yellow Level of the Jolly Phonics Readers. 3. Words and Sentences In Pupil Book 2, Words and Sentences shares a page with Tricky Words. The lessons help the children to start writing independently. Each of the lessons provides the children with a writing topic and a model sentence to get them started. At the beginning, the children will need plenty of help and guidance. Use the picture to help initiate a class discussion. Then call out the words suggested in the lesson notes to segment and blend. The words are relevant to the lesson topic and some appear in the model sentence. This sentence is used to explain basic sentence structure and the lesson notes suggest the relevant features to point out. The children then copy the sentence into their books and attempt to do some writing of their own. Some children will be able to write independently at an early stage, but others may take more time. There is a related word and picture matching activity for every lesson. This can be found in the Extension Activities section at the back of the Pupil Book. Other activities relating to tricky words (wordsearches), and alternative spellings (animal anagrams), plus a copy of the alphabet and some short and long vowel activities are also in this section. 83 teachIng wIth PuPIl Book 2SAMPLE COPY
Answers Revision • Use flashcards to revise some of the 42 sounds taught in Pupil Book 1. • Call out some of the sounds and ask the children to write the letter(s) for each one. Alternatives: ‹y› as /ee/ • Show the children the words jolly, daisy, muddy, jelly, story, funny, daddy and spotty in their books. • Look at the word jolly and ask the class to listen carefully. Say the sounds and blend them together to read the word. • Ask the children what sound they can hear at the end of the word [the sound /ee/] and how it is written [with the letter ‹y›]. • Explain that the letter ‹y› only says the sound /y/ when it comes at the beginning of a word (as in yummy, yellow, yoghurt), or sometimes in the middle of a word, like beyond. When it comes at the end of longer words like jolly, it is nearly always pronounced /ee/. • Read the rest of the words with the class and point out the letter ‹y› saying /ee/ in each one. • Remind the children that when two letters which make the same sound are next to each other, the sound is only said once. • Note: When blending the word daisy, point out that ‹s› sometimes says /z/ rather than /s/. Word and picture matching • Show the children the words and pictures in their books: sunny, body, puppy, teddy, sandy, holly. • The children read the words in the logs and match each one to the frog with the corresponding picture. • The children can then colour the pictures. • Note: For more information about how to blend words with the letter ‹y›, see page 20 of the Introduction. Blending and sounding at, dip, jog, peg, kick, cart, swam, count, sheep, cobweb • Call out the word at. The children say the sounds, holding up a finger for each one: /a-t/. Write the letters on the board as they do so. • Blend the sounds with the class to read the word. Repeat with the other words. Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. Do sheep sleep in beds? 2. The farmyard is a mess. 3. The shark swam in the reef. 4. Did she do her job well? Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Blending and sounding at, dip, jog, peg, kick, cart, swam, count, sheep, cobweb • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. Do sheep sleep in beds? 2. The farmyard is a mess. 3. The shark swam in the reef. 4. Did she do her job well? Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 1: Alternatives 84 Jolly PhonIcs PuPIl Book 2: Page 2SAMPLE COPY
Answers The Alphabet (See page 137) • Show the children the alphabet at the back of their books (Pupil Book 2, page 48). • Point out that there are no digraphs in the alphabet because it is a way of ordering the single letters. This means that when we say the alphabet, we use the letter names and not the sounds. • Say the alphabet, pointing to each letter as you say it. Pause between the groups: A–E; F–M; N–S; T–Z. • Say it again, asking the children to join in. Over time, the children should be able to say the alphabet on their own. Handwriting • Show the children the lesson page in their books. Revise the sounds and formation for the letters ‹s›, ‹a›, ‹t›, ‹i›, ‹p› and ‹n›. • Remind the children that ‹t› is tall and that ‹p› goes under the line. • Teach the children how to write the capital letters ‹S›, ‹A›, ‹T›, ‹I›, ‹P› and ‹N›. • Explain that all capital letters are tall, and they start at or near the top. None of the capitals go under the line. • The children trace inside the outline capitals and then write over the dotted letters. Capitals and lower-case letters • The children join the matching pairs of upper- and lower-case letters in their books. • Then they write inside the outline letters, using a different colour for each pair. • Finally, they write the capital letter for each of the lower-case letters at the bottom of the page. Listen and write • Call out the following words: cat, dog, hen, step, drum, chin, than, sheep, rain, cobweb. The children listen for the sounds and write the words. • Call out the letters ‹s›, ‹a›, ‹t›, ‹i›, ‹p›, ‹n›, and ask the children to write the capital letters. Blending and sounding it, pat, bin, set, hill, wind, coast, grain, punch, chimpanzee • Call out the word it. The children say the sounds, holding up a finger for each one: /i-t/. Write the letters on the board as they do so. • Blend the sounds with the class to read the word. Repeat with the other words. Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. We do not jump on the bed. 2. The big dog has black spots. 3. Her coat was pink and red. 4. He brushes his teeth in the morning. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Blending and sounding it, pat, bin, set, hill, wind, coast, grain, punch, chimpanzee • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. We do not jump on the bed. 2. The big dog has black spots. 3. Her coat was pink and red. 4. He brushes his teeth in the morning. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 1: Handwriting 85 Jolly PhonIcs PuPIl Book 2: Page 3SAMPLE COPY
Answers Flashcards • Revise the 12 tricky words taught in Pupil Book 1: I, the, he, she, me, we, be, was, to, do, are, all. Tricky words • Introduce two new tricky words: you and your. • Show the children the words in the yellow flowers at the top of their lesson page. • Remind the children that some words are tricky because they cannot be worked out fully by listening for the sounds. They have an irregular part or an alternative spelling that has to be learnt. • Look at each word in turn. Say the word and encour- age the children to find the tricky part. • In the word you, ‹ou› is the tricky part because it makes a long /oo/ sound rather than saying /ou/. • In the word your, ‹our› is the tricky part because it says /or/. To help the children remember the spelling, point out that your is written the same way as you, but it has a letter ‹r› at the end. • The children write inside the outline letters, using a yellow pencil or pen. • They might also find it helpful to underline the tricky parts in purple. Look, copy, cover, write, check • Ask the children to look at the word you in the first column and help them to find the tricky part. • The children copy the word in the next column, writing over the dotted letters. • The children then cover up all instances of you on their page and write the word independently. • Once they have done this, the children uncover the words and check the spelling. • Finally, they cover the words again and try writing the word one more time. • The children repeat these steps with the word your. • Writing the tricky words several times in their books will help the children remember the spelling. Listen and write • Say the words you and your. The children listen for the sounds in each word, think about how the tricky parts are spelt, and write the words. Blending and sounding on, pop, had, cut, deck, hunch, moist, farmer, shark, shouting • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. You will get your wish. 2. Is your scarf red or green? 3. This is the bag for your shopping. 4. You must stop and cross the road. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 1: Tricky Words 86 Jolly PhonIcs PuPIl Book 2: Page 4SAMPLE COPY
Revision • Use flashcards to revise some of the 42 basic sounds. Remind the class that ‹y› can say either /y/ or /ee/. • Call out some of the sounds and ask the children to write the letter(s) for each one. Words and sentences: The hen • Show the children the picture of the hen in their books (see opposite) and discuss it with the class. • Ask a few children to say one sentence about the picture: for example, I can see a hen; The chick is on the hen’s back; The hen is on her nest. • In turn, call out the words hen, eggs, nest, chicks and her. The children say the sounds in each word, holding up a finger for each one. Write the letters on the board as they do so and blend the sounds with the class to read the word. - Remind the children that although the sound at the end of a plural word is often /z/, it is always written as ‹s›, as in eggs. - Point out the double letters in eggs and the ‹ck› spelling in chicks. Remind the children that when two letters making the same sound are next to each other, you only say the sound once. • Write the following sentence on the board: A hen just sits on her nest. • Discuss the sentence as you write it. Encourage the children to call out the sounds of each word before you write it and to blend the word afterwards. Point out the following: - Sentences start with a capital letter. - Capital letters are always tall. - Listen for the sounds in a word to write it. - We tend to swallow the word A rather than use a clear /a/ sound. When the word is stressed, it says /ai/. - Leave a space between each word. - Do not forget the full stop. • Once the sentence has been modelled, read it with the children. All the children copy the sentence into their books and colour the picture. • Those children who are able to write independently can write some more sentences of their own. • Note: At this stage the children only know one way of writing each sound, so their spelling will not always be accurate but their work will be readable. Spelling gradually improves through reading many books and learning the alternative letter-sound spellings. Word and picture matching (See page 136) • The children go to page 42 of their books and look at the first line of words: chick, hen, nest, egg. They read each word and join it to the corresponding picture. Blending and sounding in, red, map, rid, fell, pump, foam, crunch, painter, boiling • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. We all went swimming. 2. Did he look at the books? 3. I swam ten lengths in the pool. 4. Can you join us in the park? Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 1: Words and Sentences 87 Jolly PhonIcs PuPIl Book 2: Page 4SAMPLE COPY
Answers Revision • Use flashcards to revise some of the 42 basic sounds. Remind the class that ‹y› can say either /y/ or /ee/. • Call out some of the sounds and ask the children to write the letter(s) for each one. The short vowel sounds • Show the children the five large letters at the top of their lesson page and say their sounds with the children: /a/, /e/, /i/, /o/, /u/. • Explain that they are special letters called vowels, and the sounds /a/, /e/, /i/, /o/ and /u/ are known as the short vowel sounds. • Together with the class, read the short vowel words at the top of the page: bag, net, bin, box and mug. • Now look at the pictures of the containers and ask the children to find Inky Mouse. Point out where she is, emphasising the short vowel each time: - At the side of the bag, - On the edge of the net, - In the bin, - On top of the box, and - Under the mug. • The children trace inside the outline vowel letters, using a blue pencil or pen. They say the sound as they write each letter. Short vowel words • Show the children the pictures underneath the vowel containers. Look at the first picture and say the word: box. Ask the class to listen for the short vowel sound [the sound /o/]. • The children then say all the sounds, holding up a finger for each one: /b-o-x/. • The children circle the sound /o/ above the picture and write over the dotted letters on the lines below. • The children repeat these steps with the other pictures. This time there are no dotted letters to help them. The children can then colour the pictures. Find the short vowels (See page 136) • The children go to page 41 of their books and find the short vowels in the grid. Blending and sounding up, ran, hat, pot, sock, boil, moth, messy, rescue, foghorn • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. Can you help me? 2. I went to the dentist. 3. Sam had a desk in his bedroom. 4. You must be good for your granny. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 2: Alternatives 88 Jolly PhonIcs PuPIl Book 2: Page 5SAMPLE COPY
Answers The Alphabet (See page 137) • Show the children the alphabet at the back of their books (Pupil Book 2, page 48). • Remind the children that when we say the alphabet, we use the letter names and not the sounds. • Say the alphabet, pointing to each letter as you say it. Pause between the groups: A–E; F–M; N–S; T–Z. • Say it again, asking the children to join in. Over time, the children should be able to say the alphabet on their own. Handwriting • Show the children the lesson page in their books. Revise the sounds and formation for the letters ‹c›, ‹k›, ‹e›, ‹h›, ‹r›, ‹m› and ‹d›. • Remind the children that the letters ‹k›, ‹h› and ‹d› are tall and that ‹r› and ‹m› both begin by going down, up and over. • Also point out that ‹e› and ‹d› are the only two letters in the alphabet that start halfway up and that ‹d› starts with a caterpillar /c/. • Teach the children how to write the capital letters ‹C›, ‹K›, ‹E›, ‹H›, ‹R›, ‹M› and ‹D›. • Remind the children that all capital letters are tall, and they start at or near the top. None of the capitals go under the line. • The children trace inside the outline capitals and then write over the dotted letters. Capitals and lower-case letters • The children join the matching pairs of upper- and lower-case letters in their books. • Then they write inside the outline letters, using a different colour for each pair. • Finally, they write the capital letter for each of the lower-case letters at the bottom of the page. Listen and write • Call out the following words: cap, dot, men, stop, drip, boat, chip, thin, shoot, nutmeg. The children listen for the sounds and write the words. • Call out the letters ‹c›, ‹k›, ‹e›, ‹h›, ‹r›, ‹m›, ‹d› and ask the children to write the capital letters. Blending and sounding ant, cot, ram, fin, peck, good, sleepy, harm, queen, understand • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. Do you need a drink? 2. He must be very happy. 3. Your sister has a floppy hat. 4. We will sit and wait for the bus. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 2: Handwriting 89 Jolly PhonIcs PuPIl Book 2: Page 6SAMPLE COPY
Answers Flashcards • Revise the tricky words he, she, me, we, be, was, to, do, are, all, you, your. Tricky words • Introduce two new tricky words: come and some. • Show the children the words in the yellow flowers at the top of their lesson page. • Remind the children that some words are tricky because they cannot be worked out fully by listening for the sounds. They have an irregular part or an alternative spelling that has to be learnt. • Look at each word in turn. Say the word and encour- age the children to find the tricky part. • In both words the ‹o› and ‹e› are the tricky parts; instead of /o/, the ‹o› makes an /u/ sound, and the ‹e› is silent. To help the children remember the spelling, point out that come and some share the same spelling, except for the first letter. • The children write inside the outline letters, using a yellow pencil or pen. They might also find it helpful to underline the tricky parts in purple. Look, copy, cover, write, check • Ask the children to look at the word come in the first column and help them to find the tricky part. • The children copy the word in the next column, writing over the dotted letters. • The children then cover up all instances of come on their page and write the word independently. • Once they have done this, the children uncover the words and check the spelling. • Finally, they cover the words again and try writing the word one more time. • The children repeat these steps with the word some. • Writing the tricky words several times in their books will help the children remember the spelling. Listen and write • Say the words come and some. The children listen for the sounds in each word, think about how the tricky parts are spelt, and write the words. Blending and sounding tap, mug, bag, kid, tell, main, went, soapy, three, shampoo • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. Did you see all the horses? 2. Some cats are greedy. 3. Dad had a smart green tie. 4. Can we come to your party? Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 2: Tricky Words 90 Jolly PhonIcs PuPIl Book 2: Page 7SAMPLE COPY
Revision • Use flashcards to revise some of the 42 basic sounds. Remind the class that ‹y› can say either /y/ or /ee/ and that /a/, /e/, /i/, /o/ and /u/ are the short vowel sounds. • Call out some of the sounds and ask the children to write the letter(s) for each one. Words and sentences: In the park • Show the children the picture of the park in their books (see opposite) and discuss it with the class. • Ask a few children to say one sentence about the picture: for example, I can see a boy; The dog is in the park; He is playing with a ball. • In turn, call out the words I, see, big, dog and park. The children say the sounds in each word, holding up a finger for each one. Write the letters on the board as they do so and blend the sounds with the class to read the word. - Remind the children that I is a tricky word and ask them how to spell it. - Point out the ‹k› spelling in park. Explain that short English words rarely end in ‹c›, and ‹ck› usually comes at the end of a short word with a short vowel sound, so words like park are spelt with a kicking /k/. • Write the following sentence on the board: I can see a big dog. • Discuss the sentence as you write it. Encourage the children to call out the sounds of each word before you write it and to blend the word afterwards. Point out the following: - Sentences start with a capital letter. - Capital letters are always tall. - Listen for the sounds in a word to write it. - I is a tricky word. How is it spelt? - We tend to swallow the word a rather than use a clear /a/ sound. When the word is stressed, it says /ai/. - Leave a space between each word. - Do not forget the full stop. • Once the sentence has been modelled, read it with the children. All the children copy the sentence into their books and colour the picture. • Those children who are able to write independently can write some more sentences of their own. • Note: At this stage the children only know one way of writing each sound, so their spelling will not always be accurate but their work will be readable. Spelling gradually improves through reading many books and learning the alternative letter-sound spellings. Word and picture matching (See page 136) • The children go to page 42 of their books and look at the second line of words: dog, tree, swing, picnic. They read each word and join it to the corresponding picture. Blending and sounding dot, yes, bob, hip, neck, clock, west, proof, frosty, splinter • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. Your dog has muddy feet. 2. Will you come fishing with us? 3. Some children are having a picnic. 4. The man was rescued in a helicopter. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 2: Words and Sentences 91 Jolly PhonIcs PuPIl Book 2: Page 7SAMPLE COPY
Revision • Use flashcards to revise some of the 42 basic sounds. Remind the class that ‹y› can say either /y/ or /ee/ and that /a/, /e/, /i/, /o/ and /u/ are the short vowel sounds. • Call out some of the sounds and ask the children to write the letter(s) for each one. Alternatives: short vowels and ‹ck› • Show the children the words at the top of their lesson page: luck, check, sack, peck, truck, rock, jacket, tick, kick, clock. Ask them what the words have in common. [They all end in ‹ck›]. • Remind the class that when two letters which make the same sound are next to each other, the sound is only said once. So when the children see the letters ‹c› and ‹k› together in a word, they say /c/. • Read the words with the children. Point out that all the words have a short vowel sound directly before the ‹ck›. Explain that when a short word with a short vowel ends in the sound /c/, it is usually spelt with both a caterpillar /c/ and a kicking /k/. • The children read the words again and listen for the short vowel sound in each one. Rockets • The children read the dotted words in the rockets: stick, black, socks, neck, rocket, brick and duck. • They write over the first dotted word, stick, and draw a picture of this word in the rocket. • They then do the same with the rest of the words. Note: ‹ck› and ‹k› • Short English words rarely end in a letter ‹c›. If the word has a short vowel sound, the spelling for the sound /c/ is usually ‹ck›. If the word does not have a short vowel sound, the spelling is usually ‹k›, as in the words lake, week, book, cloak, fork and park. Answers Blending and sounding pet, lip, dam, van, gull, breezy, trench, still, raincoat, tinfoil • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. She has three pet rabbits. 2. Dad poaches eggs for our lunch. 3. Come and feed the ducks with me. 4. Pack all your things in the trunk. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 3: Alternatives 92 Jolly PhonIcs PuPIl Book 2: Page 8SAMPLE COPY
The Alphabet (See page 137) • Show the children the alphabet at the back of their books (Pupil Book 2, page 48). • Remind the children that when we say the alphabet, we use the letter names and not the sounds. • Say the alphabet, pointing to each letter as you say it. Pause between the groups: A–E; F–M; N–S; T–Z. • Say it again, asking the children to join in. Over time, the children should be able to say the alphabet on their own. Handwriting • Show the children the lesson page in their books. Revise the sounds and formation for the letters ‹g›, ‹o›, ‹u›, ‹l›, ‹f› and ‹b›. • Remind the children that the letters ‹l›, ‹f› and ‹b› are tall letters, and that the letters ‹g› and ‹f› have tails that go under the line. The letter ‹b› goes down the ‘bat’ and bounces up and around the ‘ball’. • Teach the children how to write the capital letters ‹G›, ‹O›, ‹U›, ‹L›, ‹F› and ‹B›. • Remind the children that all capital letters are tall, and they start at or near the top. None of the capitals go under the line. • The children trace inside the outline capitals and then write over the dotted letters. Capitals and lower-case letters • The children join the matching pairs of upper- and lower-case letters in their books. • Then they write inside the outline letters, using a different colour for each pair. • Finally, they write the capital letter for each of the lower-case letters at the bottom of the page. Listen and write • Call out the following words: set, hit, box, plum, snap, port, sharp, chop, quiz, redwood. The children listen for the sounds and write the words. • Call out the letters ‹g›, ‹o›, ‹u›, ‹l›, ‹f›, ‹b› and ask the children to write the capital letters. Answers Blending and sounding dad, sun, pad, cog, rock, clump, ping, next, greedy, raindrops • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. The clock was on the shelf. 2. You are very clever indeed. 3. Did you get a book for me? 4. We left out some nuts for the squirrels. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 3: Handwriting 93 Jolly PhonIcs PuPIl Book 2: Page 9SAMPLE COPY
Answers Flashcards • Revise the tricky words me, we, be, was, to, do, are, all, you, your, come, some. Tricky words • Introduce three new tricky words: said, here, there. • Show the children the words in the yellow flowers at the top of their lesson page. • Remind the children that some words are tricky because they cannot be worked out fully by listening for the sounds. They have an irregular part or an alternative spelling that has to be learnt. • Look at each word in turn. Say the word and encour- age the children to find the tricky part. • In the word said, ‹ai› is the tricky part because it makes the sound /e/ rather than saying /ai/. • In the words here and there, ‹ere› is the tricky part because the children have not been taught this spelling yet. Point out that the words here and there share the same spelling, but one starts with /h/ and the other with /th/. • The children write inside the outline letters, using a yellow pencil or pen. They might also find it helpful to underline the tricky parts in purple. Look, copy, cover, write, check • Ask the children to look at the word said in the first column and help them to find the tricky part. • The children copy the word in the next column, writing over the dotted letters. • The children then cover up all instances of said on their page and write the word independently. • Once they have done this, the children uncover the words and check the spelling. • Finally, they cover the words again and try writing the word one more time. • The class repeat these steps with the other words. • Writing the tricky words several times in their books will help the children remember the spelling. Listen and write • Say the words said, here and there. The children listen for the sounds in each word, think about how the tricky parts are spelt, and write the words. Blending and sounding tan, cup, bed, mop, bell, worn, chest, dusty, liquid, crossing • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. Here is a red toadstool. 2. I am sitting on a wooden bench. 3. Dad said that he will do the cooking. 4. There are some fluffy chicks in the barn. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 3: Tricky Words 94 Jolly PhonIcs PuPIl Book 2: Page 10SAMPLE COPY
Revision • Use flashcards to revise some of the 42 basic sounds. Remind the class that ‹y› can say either /y/ or /ee/ and that /a/, /e/, /i/, /o/ and /u/ are the short vowel sounds. • Call out some of the sounds and ask the children to write the letter(s) for each one. Words and sentences: On the pond • Show the children the picture of the pond in their books (see opposite) and discuss it with the class. • Ask a few children to say one sentence about the picture: for example, The pond is big; A duckling quacks at the frog; I can see a boat. • In turn, call out the words boat, sails, pond, frogs and ducklings. The children say the sounds in each word, holding up a finger for each one. Write the letters on the board as they do so and blend the sounds with the class to read the word. - Remind the children that although the sound at the end of a plural word is often /z/, it is always written as ‹s›, as in sails, frogs and ducklings. - Point out the short vowel sound /u/ in ducklings and ask the children how to spell the sound /c/ before writing ‹ck›. (Although this is a long word, its root word is duck.) • Write the following sentence on the board: A boat sails on the pond. • Discuss the sentence as you write it. Encourage the children to call out the sounds of each word before you write it and to blend the word afterwards. Point out the following: - Sentences start with a capital letter. - Capital letters are always tall. - Listen for the sounds in a word to write it. - We tend to swallow the word A rather than use a clear /a/ sound. When the word is stressed, it says /ai/. - The is a tricky word. How is it spelt? - Leave a space between each word. - Do not forget the full stop. • Once the sentence has been modelled, read it with the children. All the children copy the sentence into their books and colour the picture. • Those children who are able to write independently can write some more sentences of their own. • Note: At this stage the children only know one way of writing each sound, so their spelling will not always be accurate but their work will be readable. Spelling gradually improves through reading many books and learning the alternative letter-sound spellings. Word and picture matching (See page 136) • The children go to page 43 of their books and look at the first line of words: toad, boat, duckling, rocks. They read each word and join it to the corresponding picture. Blending and sounding cat, mud, job, win, tell, sling, pinch, shrug, munch, grumpy • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. Shall we sing a song? 2. Here is an empty box. 3. He said his truck is black. 4. There is a crack in this cup. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 3: Words and Sentences 95 Jolly PhonIcs PuPIl Book 2: Page 10SAMPLE COPY
Revision • Use flashcards to revise some of the 42 basic sounds. Remind the class that ‹y› can say either /y/ or /ee/ and that /a/, /e/, /i/, /o/ and /u/ are the short vowel sounds. • Call out some of the sounds and ask the children to write the letter(s) for each one. Alternatives: short vowels and double letters • Show the children the words at the top of their lesson page: parrot, egg, bell, add, button, kitten, buzz, toffee, doll, miss. Ask them what the words have in common. [They all have double letters]. • Remind the class that when two letters which make the same sound are next to each other, the sound is only said once. • Read the words with the children. Point out that all the words have a short vowel sound directly before the double letters. Explain that consonant letters (letters that are not vowel letters) are often doubled if they follow a short vowel sound, or if they come between two vowel letters. • The children read the words again and listen for the short vowel sound in each one. • Note: the second vowel letter in parrot, button and kitten makes a schwa sound. (This is a swallowed, or neutral sound.) This is not usually a problem for blending, but it makes the spelling more difficult. The more children read a word with a schwa, the more likely it is that they will remember the spelling. Double letter rabbit • Show the children the large rabbit in their books. • Look at the first of the rabbit’s patches and read the • word in it: rabbit. Point out the short vowel sound /a/ and the double ‹bb› in this word. • The children read the word for themselves and colour the picture of the small rabbit. • They then read the rest of the words and draw a matching picture in each of the rabbit’s patches. Answers Blending and sounding nip, run, rot, sat, buzz, short, spoil, letter, suffer, tricking • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. All your dresses are here. 2. She found some duck eggs. 3. He said he had sent you a letter. 4. There are green bugs under this log. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 4: Alternatives 96 Jolly PhonIcs PuPIl Book 2: Page 11SAMPLE COPY
The Alphabet (See page 137) • Show the children the alphabet at the back of their books (Pupil Book 2, page 48). • Remind the children that when we say the alphabet, we use the letter names and not the sounds. • Say the alphabet, pointing to each letter as you say it. Pause between the groups: A–E; F–M; N–S; T–Z. • Say it again, asking the children to join in. Over time, the children should be able to say the alphabet on their own. • Call out some of the alphabet letters and ask the children to point to them in their books. Ask the children whether they are red, yellow, green or blue. Handwriting • Show the children the lesson page in their books. Revise the formation of the letter(s) making the sounds /j/, /ai/, /oa/, /ie/, /ee/ and /or/. • Remind the children that the letter ‹j› has a tail that go under the line. Also remind them how to join the letters in the digraph ‹oa›: go across to the start of the ‹a›, STOP, and come back around. • Teach the children how to write the capital letter ‹J›. Remind them that all capital letters are tall, and that they start at or near the top. None of the capitals go under the line. • The children trace inside the outline capital J and write over the dotted letters. Capitals and lower-case letters • The children join the matching pairs of upper- and lower-case letters in their books. • Then they write inside the outline letters, using a different colour for each pair. • Finally, they write the capital letter for each of the lower-case letters at the bottom of the page. Listen and write • Call out the following words: bat, let, cup, swim, flat, much, coin, loud, teeth, herself. The children listen for the sounds and write the words. • Call out the letter ‹j› and ask the children to write its capital letter. Do the same with some of the other capitals the children have learnt so far. Answers Blending and sounding rat, hug, gap, mid, dull, suck, food, poach, cracking, bookshelf • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. The bees buzz happily. 2. Your cat has such a long tail. 3. She has a scarf around her neck. 4. Meg said she had lost the umbrella. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 4: Handwriting 97 Jolly PhonIcs PuPIl Book 2: Page 12SAMPLE COPY
Flashcards • Revise the tricky words was, to, do, are, all, you, your, come, some, said, here, there. Tricky words • Introduce the new tricky word: they. • Show the children the word in the yellow flower at the top of their lesson page. • Remind the children that some words are tricky because they cannot be worked out fully by listening for the sounds. They have an irregular part or an alternative spelling that has to be learnt. • Say the word and encourage the children to find the tricky part. • In the word they, ‹ey› is the tricky part because it makes the sound /ai/. • The children write inside the outline letters, using a yellow pencil or pen. • They might also find it helpful to underline the tricky part in purple. Look, copy, cover, write, check • Ask the children to look at the word they in the first column and help them to find the tricky part. • The children copy the word in the next column, writing over the dotted letters. • The children then cover up all instances of they on their page and write the word independently. • Once they have done this, the children uncover the words and check the spelling. • Finally, they cover the words again and try writing the word one more time. • Writing the tricky word they several times in their books will help the children remember the spelling. Listen and write • Say the word they. The children listen for the sounds in the word, think about how the tricky part is spelt, and write the word. Wordsearch (See page 136) • The children go to page 44 of their books and do the wordsearch at the bottom of the page. They read the tricky words in the flowers and try to find them in the grid. Answers Blending and sounding rim, cod, nap, pup, mill, pool, cluck, brook, cheek, sheriff • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. They do not drop litter. 2. There is a doll on her bed. 3. Your hands are very grubby. 4. Can they come to dinner? Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 4: Tricky Words 98 Jolly PhonIcs PuPIl Book 2: Page 13SAMPLE COPY
Revision • Use flashcards to revise some of the 42 basic sounds. Remind the class that ‹y› can say either /y/ or /ee/ and that /a/, /e/, /i/, /o/ and /u/ are the short vowel sounds. • Call out some of the sounds and ask the children to write the letter(s) for each one. Words and sentences: The fox • Show the children the picture of the fox in their books (see opposite) and discuss it with the class. • Ask a few children to say one sentence about the picture: for example, I can see a fox; The bat is flying; The moon and stars are shining. • In turn, call out the words fox, looks, moon, trees and bats. The children say the sounds in each word, holding up a finger for each one. Write the letters on the board as they do so and blend the sounds with the class to read the word. - Point out the sound /k/ in looks and ask the children how to spell it before writing it on the board. Remind them that short English words rarely end in ‹c›, and ‹ck› usually comes after a short vowel sound, so looks is spelt with a kicking /k/. - Remind the children that although the sound at the end of a plural word is often /z/, it is always written as ‹s›, as in trees. • Write the following sentence on the board: The fox looks up at the moon. • Discuss the sentence as you write it. • Encourage the children to call out the sounds of each word before you write it and to blend the word afterwards. • Point out the following: - Sentences start with a capital letter. - Capital letters are always tall. - Listen for the sounds in a word to write it. - The is a tricky word. How is it spelt? - Looks has a /k/ sound. Which spelling should it be? - Leave a space between each word. - Do not forget the full stop. • Once the sentence has been modelled, read it with the children. All the children copy the sentence into their books and colour the picture. • Those children who are able to write independently can write some more sentences of their own. • Note: At this stage the children only know one way of writing each sound, so their spelling will not always be accurate but their work will be readable. Spelling gradually improves through reading many books and learning the alternative letter-sound spellings. Word and picture matching (See page 136) • The children go to page 43 of their books and look at the second line of words: red, tail, fox, bat. They read each word and join it to the corresponding picture. Blending and sounding log, bet, lid, pal, kill, flock, clang, finch, gloomy, chopsticks • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. The puppets are kept here. 2. Are your socks too big for you? 3. They need some butter and flour. 4. They said the trip to the zoo was fun. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 4: Words and Sentences 99 Jolly PhonIcs PuPIl Book 2: Page 13SAMPLE COPY
Revision • Use flashcards to revise some of the 42 basic sounds. Remind the class that ‹y› can say either /y/ or /ee/ and that /ai/, /ee/, /ie/, /oa/ and /ue/ are the long vowel sounds. • Call out some of the sounds and ask the children to write the letter(s) for each one. Words and sentences: The fish • Show the children the picture of the fish in their books (see opposite) and discuss it with the class. • Ask a few children to say one sentence about the picture: for example, I can see a crab; The fish is swimming; There is a shell in the weeds. • In turn, call out the words fish, long, tail, weed and crab. The children say the sounds in each word, holding up a finger for each one. Write the letters on the board as they do so and blend the sounds with the class to read the word. All these words are straightforward to blend and sound. • Write the following sentence on the board: That fish has a long tail. • Discuss the sentence as you write it. Encourage the children to call out the sounds of each word before you write it and to blend the word afterwards. Point out the following: - Sentences start with a capital letter. - Capital letters are always tall. - Listen for the sounds in a word to write it. - Although the sound at the end of has is /z/, it is written as ‹s›. - We tend to swallow the word a rather than use a clear /a/ sound. When the word is stressed, it says /ai/. - Leave a space between each word. - Do not forget the full stop. • Once the sentence has been modelled, read it with the children. All the children copy the sentence into their books and colour the picture. • Those children who are able to write independently can write some more sentences of their own. • Note: At this stage the children only know one way of writing each sound, so their spelling will not always be accurate but their work will be readable. Spelling gradually improves through reading many books and learning the alternative letter-sound spellings. Word and picture matching (See page 136) • The children go to page 44 of their books and look at the first line of words: starfish, flatfish, eel, catfish. They read each word and join it to the corresponding picture. • If the children are unfamiliar with these animals, show them the pictures first and talk about them. Explain that the names starfish, catfish and flatfish relate to the way each animal looks. Blending and sounding hit, rag, dig, rip, huff, vain, flex, yard, rocky, eggshell • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. She spoke to them so quickly. 2. There are no mules on the farm. 3. They tied the rope around the tree. 4. We go shopping three times a week. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 5: Words and Sentences 103 Jolly PhonIcs PuPIl Book 2: Page 16SAMPLE COPY
Revision • Use flashcards to revise some of the 42 basic sounds. Remind the class that ‹y› can say either /y/ or /ee/ and that /ai/, /ee/, /ie/, /oa/ and /ue/ are the long vowel sounds. • Call out some of the sounds and ask the children to write the letter(s) for each one. Words and sentences: In the dark • Show the children the night-time picture in their books (see opposite) and discuss it with the class. • Ask a few children to say one sentence about the picture: for example, I can see an owl; A bat is flying; The moon shines in the dark. • In turn, call out the words moth, stars, tree, twig and wing. The children say the sounds in each word, holding up a finger for each one. Write the letters on the board as they do so and blend the sounds with the class to read the word. - Remind the children that although the sound at the end of a plural word is often /z/, it is always written as ‹s›, as in stars. • Write the following sentence on the board: The moth is on the tree. • Discuss the sentence as you write it. Encourage the children to call out the sounds of each word before you write it and to blend the word afterwards. Point out the following: - Sentences start with a capital letter. - Capital letters are always tall. - Listen for the sounds in a word to write it. - The is a tricky word. How is it spelt? - Although the sound at the end of is is /z/, it is written as ‹s›. - Leave a space between each word. - Do not forget the full stop. • Once the sentence has been modelled, read it with the children. All the children copy the sentence into their books and colour the picture. • Those children who are able to write independently can write some more sentences of their own. • Note: At this stage the children only know one way of writing each sound, so their spelling will not always be accurate but their work will be readable. Spelling gradually improves through reading many books and learning the alternative letter-sound spellings. Word and picture matching (See page 136) • The children go to page 44 of their books and look at the second line of words: star, moon, moth, sleeping. They read each word and join it to the corresponding picture. Blending and sounding mat, pit, net, bad, lick, cute, fling, fox, stoop, toadstool • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. I will ride my bike. 2. There is no one here. 3. They run by the river. 4. My dog has a red collar. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 6: Words and Sentences 107 Jolly PhonIcs PuPIl Book 2: Page 19SAMPLE COPY
Revision • Use flashcards to revise some of the 42 basic sounds, plus ‹a_e›, ‹e_e›, ‹i_e›, ‹o_e›, ‹u_e› and ‹ay, ‹oy›. • Remind the class that ‹y› can say either /y/ or /ee/. • Call out some of the basic sounds and ask the children to write the letter(s) for each one. Words and sentences: The noisy ducks • Show the children the picture of the ducks in their books (see opposite) and discuss it with the class. • Ask a few children to say one sentence about the picture: for example, I can see some ducks; The ducks are quacking; The man is fishing. • In turn, call out the words ducks, pond, quacking, reeds and fishing. • The children say the sounds in each word, holding up a finger for each one. Write the letters on the board as they do so and blend the sounds with the class to read the word. - Point out the sound /c/ in ducks and quacking and ask the children how to spell it before writing it on the board. Remind them that ‹ck› usually comes after a short vowel sound, so here the sound /c/ is written with a caterpillar /c/ and a kicking /k/. - Remind the children that although the sound at the end of a plural word is often /z/, it is always written as ‹s›, as in reeds. • Write the following sentence on the board: The ducks on the pond are quacking. • Discuss the sentence as you write it. Encourage the children to call out the sounds of each word before you write it and to blend the word afterwards. • Point out the following: - Sentences start with a capital letter. - Capital letters are always tall. - Listen for the sounds in a word to write it. - The and are are tricky words. How are they spelt? - Ducks and quacking have a /c/ sound. How is it spelt? - Leave a space between each word. - Do not forget the full stop. • Once the sentence has been modelled, read it with the children. All the children copy the sentence into their books and colour the picture. • Those children who are able to write independently can write some more sentences of their own. • Note: At this stage the children only know one way of writing each sound, so their spelling will not always be accurate but their work will be readable. Spelling gradually improves through reading many books and learning the alternative letter-sound spellings. Word and picture matching (See page 137) • The children go to page 45 of their books and look at the top line of words: frog, insects, duck, pond. They read each word and join it to the corresponding picture. Blending and sounding hot, puff, rich, boat, lift, stove, poppy, croak, butter, morning • Call out each word. The children say the sounds, holding up a finger for each one. Write the letters on the board as they do so and blend the word. • Practise blending the words with the class (as well as in pairs or individually, if extra practice is needed). Reading sentences • Write these sentences on the board for the class to read. Point out the tricky words and blend any unknown words with the children: 1. His old dog is very loyal. 2. There are only three pens left. 3. He will be joining the Boy Scouts. 4. The waiter brings us drinks on a tray. Further prActice It is important to practise the skills needed for reading and writing on a regular basis. Unit 7: Words and Sentences 111 Jolly PhonIcs PuPIl Book 2: Page 22SAMPLE COPY