Steps for teaching reading and writing with Jolly Phonics

Reading Step 1 - Teach letter sounds from Groups 13 - Blend regular words that use the letter sounds e.g. in, hot, bus etc.

Writing - Teach letter sounds from Groups 1 3 and how to write them - Develop the abilit to hear the sounds in words holding up a finger for each sound - !tart dictation of letter sounds - $a#e words with magnetic plastic letters the children identif the sounds and choose the letters - Dictate simple words the children write on whiteboards or paper - Develop the abilit to hear the sounds in consonant clusters - Teach letter sounds from Groups % & and how to write them - Demonstrate the +oining of digraphs ,if school has a polic of earl +oined writing- Dictate regular words that contain the new letter sounds e.g. train, +et, boil, .ueen etc.

Step 2

Blend regular words that"- start with a consonant cluster e.g. stop, clap, drip etc. - have two letters ma#ing the same sound e.g. hill, rabbit, duc# etc. - are long e.g. sunset, handbag, mil#man etc.

Step 3

- Teach letter sounds from Groups %& - Teach blending of regular words with digraphs e.g. rain, tree, pie, boat, for# etc. - Develop the understanding that the digraphs 'oo( and 'th( have ) sounds e.g. foot*moon, this*thin - Teach tric# words 1 1/ b blending them and learning the correct pronunciation e.g. the, he, was, to etc. - 0ractise the tric# words until the can be read automaticall - 1ntroduce capital letters and their sounds

Step 4

- 1ntroduce letter names - Teach spelling of tric# words 1 1/ ,reading before spelling- 2hec# accurac of spelling b dictating tric# words children to write words or ma#e them with plastic letters

Sue Lloyd

Reading Step 5 - 1ntroduce 3ed 4evel 3eaders. 5nl the children who #now the first 1/ tric# words, and can blend regular words that use the %) letter sounds, should be e6pected to read these boo#s b themselves - 7nderstand the importance of initiall using decodable boo#s - Teach the sounds of the letter ' ( when it is being a vowel e.g. m , funn , s stem - Teach tric# words 11 )/ - 9ow the :ellow 4evel ;oll 3eaders can follow on from the 3ed 4evel 3eaders

Writing - Dictate sentences that have tric# words 1 1/ and regular words that use the letter sounds that have been taught so far e.g. 1 sleep in a big bed. - 8ncourage independent writing

Step 6

- Teach the spelling of tric# words 11 )/ - Dictate sentences that use the tric# words, as well as regular words containing letter sounds that have alread been taught - 2ontinue encouraging independent writing - 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 tric# words )1 %/ - 2ontinue with 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 tric# words )1 %/ - 9ow the Green 4evel 3eaders can follow on from the :ellow 4evel 3eaders

F rther Phonics

- alternatives *ea*, *igh*, *ow* ,snow-, *ew*, *ir*, *ur*, *au*, *aw*, *al*, *o *, *ow* ,cow- n# is a blend but easier if children learn it as if it is a digraph - wh is another wa 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

4etter !ound Groups 1 - 3"- s, a, t, i, p, n, c, #, e, h, r, m, d, g, o, u, l, f, b 4etter !ound Groups % &"- ai, +, oa, ie, ee, or, >, w, ng, v, oo, , 6, ch, sh, th, .u, ou, oi, ue, er, ar

Sue Lloyd