1. An Introduction to Jolly Phonics
1 June 2006

2. Objectives
To explain the principles behind the Jolly Phonics programme and to consider its place in the Revised Curriculum
To demonstrate the use of some of the Jolly Phonics material
To provide an opportunity for teachers to seek clarification about the programme

3. Phonics teaching is necessary…
Children taught phonics systematically make better progress in reading and spelling than those taught unsystematically or not at all.
(National Reading Panel, 2000)

4. …but not sufficient Children need … Phonological awareness
Exposure to texts – modelled and shared reading
Sight words

5. Analytic and Synthetic Phonics
Analytic phonics
starts at whole word level
during or after reading books introduced
often, one letter per week
initial sounds first
Synthetic phonics
Letter sounds taught very rapidly
Emphasis on blending sounds
Usually, before reading scheme introduced

6. How phonics are taught in a sample of 12 Scottish schools
Research into Synthetic Phonics University of St Andrews School of Psychology – Johnston & Watson 1992/93 - Teaching of reading in early stages of primary school stages of study
How phonics are taught in a sample of Scottish schools
Impact of analytic & synthetic phonics
Comparison of three groups
analytic phonics only
phonemic awareness and analytic phonics
synthetic phonics only

7. Third stage of study – intervention
Johnston & Watson (1998) (Clackmannanshire Education Services & Scottish Office funded)
Third stage of study – intervention
3 different methods of phonics teaching
304 five-year-olds in 13 P1 classes
Whole-class teaching - 20 minutes per day
16 weeks - Sep to March

8. Findings - Word Reading (assessed using British Ability Scales (BAS))
Synthetic phonics group reading 7 months ahead of other two groups
Synthetic phonics group reading 7 months ahead of chronological age

9. Findings – Spelling (assessed using Schonell Spelling Test)
Analytic phonics group, 2-3months behind chronological age
Phonemic awareness/analytic phonics group, 1 month behind chronological age
Synthetic phonics group, 9 & 8 months ahead of other two groups
Synthetic phonics group, 7 months ahead of chronological age

10. Good Phonics Teaching Essential features: Systematic Speedy Early
Brooks, 2003

11. New Resource Fast Phonics First Synthetic phonics programme
Written by Rhona Johnston & Joyce Watson
Published by Heinemann
Sounds taught in 16 weeks
Interactive whiteboard
Available online in April

12. What is ‘Jolly Phonics’?
A synthetic phonics scheme for teaching children to read and write
Developed by practising teachers, Sue Lloyd
Used during the first school year
In the first nine weeks children are taught one letter sound a day & how to blend sounds together
Throughout year, teaching is reinforced & tricky words taught

13. Resources

14. Jolly Phonics 1. Learning the letter sounds
2. Learning letter formation
3. Blending
4. Identifying sounds in words
5. Tricky words
Jolly phonics - 5 elements to be taught
All necessary – fast track system for reading and writing

15. Sound Development
Age at which 90% of children will have acquired the sounds
3 years – m,b,p,h,w and vowel sounds
4 years – k,g,t,d,n,ng,f
5 years – s,z,l,v,y,th,sh,ch
6 years – r,j
Unit 2 ‘I Can’ 2002

16. Confusion with consonant sounds
/p/ and /b/- both stopped by ..
/t/ and /d/- stopped by ..
/k/ and /g/- stopped by ..
/s/ and /z/- partly stopped by ..
/f/ and /v/- partly stopped by..

17. 1. Learning the letter sounds
s a t i p n
ck e h r m d
g o u l f b
ai j oa ie ee or
z w ng v oo oo
y x ch sh th th
qu ou oi ue er ar
Not names – not t but /t/ not t in
s nake s starts with /e/ Confusion
Also – w - /d/
Also 42 sounds and only 26 letters – digraphs v and consonant different from blends. glossary
Order well thought out – primary teacher – make plenty of words and not easily confused
Ending in least needed.
Children always know last on least well

18. Storyline and Action Each letter sound has a story
Children hear the sound and see the action
Action helps children to remember (multisensory)
Illustrations in Big Books and wall frieze help children to remember

19. 1. Learning the letter sounds
s a t i p n
ck e h r m d
g o u l f b
ai j oa ie ee or
z w ng v oo oo
y x ch sh th th
qu ou oi ue er ar
Me a, i n plus story.

20. 2. Learning letter formation
Pencil hold
Finger phonic books
Trace over dotted letters
Write each letter
Joining tails
How jolly P does it –
Pencil hold interesting
not very foundation friendly! Yet children do need to be shown
Handwriting in JP develops slower than phonic knowledge – that’s fine
As you notice ch doing it wrongly – let them prac on the writing line
Sand, carpet, paint. Rainbow letters, squishy, sparkly bag, etc.

21. 3. Blending Letters sounded out by teacher
Letters sounded out by children

22. Sounded out by teacher Can you see a s-u-n ? Where is the b-oy ?
Some children will need a lot of practice
In the beginning practice most days

23. Sounded out by children
Children blend words as soon as possible
Use regular words
Use only letter sounds that have been taught
Examples in Jolly phonics wordbook
Children say blends in one go

24. 3. Blending Letters sounded out by teacher
Letters sounded out by children
Pointing to letters to make a word
Miming words
Blending words with consonant blends
Word boxes

25. Basic Code Vowel Digraphs
ai – rain
ee – feet
ie – tie
oa – boat
ue – cue
er –her
ar – arm
oi – coin
ou - mouth
Can you think of other ways to write each sound? 2 mins

26. Alternative vowel digraphs
ai – rain ay play, a-e flame
ee – feet ea leaf
ie – tie y by, igh high, i-e ride
oa – boat ow snow, o-e bone
ue – cue ew few, u-e cube
er – her ir girl, ur hurt
oi – coin oy boy
ou – mouth ow cow

27. 4. Identifying sounds in words
Hearing one sound
I spy
Sounds in three letter words
Dictation
Word families and rhyming words
Take away sounds – what is left?
Independent writing
Magnetic letters
Simple dictation

28. 5. Tricky words Three spelling techniques:
Reading tricky words - blend and learn
- mostly irregular- not easy to blend so need to be learned by heart
Three spelling techniques:
Look, cover, write and check
Say it as it sounds
Mnemonics

29. Summary Aims to achieve in the first 9 weeks: Children can:
Read and write the 42 letter sounds
Know how to form the letters correctly
Blend regular words fluently
Make simple, regular words by listening for the sounds

30. What Next? Throughout the remainder of the first school year:
Develop children’s skills further by :
Consolidating letter sound knowledge
Teaching correct formation of capital and lower case letters
Group and individual reading
Encouraging independent writing
Teaching tricky words

31. Pilot Schools All P1 teachers changed implementation time slightly
All teachers mentioned an increase in children’s confidence and independence in reading and writing
All teachers intend to continue with Jolly Phonics

32. Implementation Commitment Pace Parental involvement Support
Monitoring the programme