Transcript Becoming Readers and Writers

An Introduction to
Jolly Phonics
1 June 2006
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
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)
…but not sufficient
Children need …
• Phonological awareness
• Exposure to texts – modelled and
shared reading
• Sight words
Analytic and Synthetic
Phonics
Analytic phonics
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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
Research into Synthetic Phonics
University of St Andrews School of Psychology –
Johnston & Watson 1992/93 - Teaching of reading in
early stages of primary school
3 stages of study
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How phonics are taught in a sample of
12 Scottish schools
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Impact of analytic & synthetic phonics
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Comparison of three groups
analytic phonics only
phonemic awareness and analytic phonics
synthetic phonics only
Johnston & Watson (1998)
(Clackmannanshire Education Services &
Scottish Office funded)
Third stage of study – intervention
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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
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
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
Good Phonics Teaching
Essential features:
• Systematic
• Speedy
• Early
Brooks, 2003
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
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
Resources
Jolly Phonics
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2.
3.
4.
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Learning the letter sounds
Learning letter formation
Blending
Identifying sounds in words
Tricky words
Sound Development
Age at which 90% of children will have
acquired the sounds
3 years
4 years
5 years
6 years
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m,b,p,h,w and vowel sounds
k,g,t,d,n,ng,f
s,z,l,v,y,th,sh,ch
r,j
Unit 2 ‘I Can’ 2002
Confusion with consonant
sounds
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/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..
1. Learning the letter
sounds
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satipn
ck e h r m d
goulfb
ai j oa ie ee or
z w ng v oo oo
y x ch sh th th
qu ou oi ue er ar
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
1. Learning the letter
sounds
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satipn
ck e h r m d
goulfb
ai j oa ie ee or
z w ng v oo oo
y x ch sh th th
qu ou oi ue er ar
2. Learning letter
formation
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Pencil hold
Finger phonic books
Trace over dotted letters
Write each letter
Joining tails
3. Blending
• Letters sounded out by teacher
• Letters sounded out by children
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
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
3. Blending
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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
Basic Code Vowel Digraphs
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ai – rain
ee – feet
ie – tie
oa – boat
ue – cue
er –her
ar – arm
oi – coin
ou - mouth
Alternative vowel digraphs
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ai – rain
ee – feet
ie – tie
oa – boat
ue – cue
er – her
oi – coin
ou – mouth
ay play, a-e flame
ea leaf
y by, igh high, i-e ride
ow snow, o-e bone
ew few, u-e cube
ir girl, ur hurt
oy boy
ow cow
4. Identifying sounds in
words
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Hearing one sound
I spy
Sounds in three letter words
Dictation
Word families and rhyming words
Take away sounds – what is left?
Independent writing
5. Tricky words
• 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
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
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
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
Implementation
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Commitment
Pace
Parental involvement
Support
Monitoring the programme