Transcript Welcome to `Jolly Phonics`

Welcome …
Objectives for the evening:
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‘Jolly Phonics’ as a multisensory approach to
supporting children when learning the letter
sounds, and its advantages
The 5 basic skills
Conclusion
What comes next?
Finally
Parent expectations
Questions
Jolly Phonics
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Children learn to read and write
through a systematic programme.
Learn the main 42 sounds of English,
not just the alphabet sounds.
Learn to blend sounds to form words
and then to read.
Children learn to write by identifying
the sounds in words and relating the
letters to those sounds.
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It is a multi-sensory, active approach
for learning to read and write.
Jolly Phonics provides a programme
for the first year of learning to read
and write.
The first term will be spent learning
the letter sounds.
One letter sound is taught each day.
The 5 basic skills
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2.
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5.
Learning the letter sounds
Learning letter formation
Blending – for reading
Identifying the sounds in words – for
writing
Tricky words – irregular words
These skills are all taught at the same
time.
Advantages of Jolly Phonics
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Learn all of the main letter sounds early,
relating the sounds to the symbols,
understanding the alphabetic code used for
reading and writing.
As a result, children’s achievements are
much greater in both reading and writing.
Children have a way of writing each letter
sound so they are able to write whatever
they want, early on, in a way that is
readable.
Basic skill 1 – Learning
the letter sounds
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The letter sounds are introduced at
the rate of one sound a day.
All of the 42 sounds are covered by
the end of the first term.
Children become competent readers
much sooner and can use all of their
letter sounds to begin producing more
expressive independent writing much
earlier.
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In the first lesson, the ‘s ‘ sound is
introduced.
The children listen to the story about a boy
who takes his dog for a walk, hears the dog
barking and then sees a snake hissing
‘sssssssssssss’.
The sound is a pure sound that doesn’t have
‘uh’ on the end e.g. s not s’uh’.
The sound and action is incorporated in
each story.
The children learn the ‘s’ song and sing it
together.
They are then shown the flashcard and how
to form it correctly, firstly by writing it in the
air.
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Many fun, practical and sensory activities
will be available at school, inside and
outside, to provide practice in forming the
letters correctly eg correct pencil hold, feel
letter formation (paint / sand), trace over
dotted letters, write each letter.
Each lesson also contains revision of the
letter sounds already learned.
The children will bring 5 sound sheets home
every Friday from that week. Your child is
then able to show you which sound has
been learned each day and will have an
opportunity to colour their sound sheet in
and practice writing each sound. PLEASE
USE A PENCIL.
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In English, there are 42 main sounds
but only 26 letters to represent those
sounds. So sometimes, two letters are
put together to make a new sound eg
‘sh’, ‘ch’, ‘th’ and ‘ng’. These are called
digraphs.
Digraphs are different from blends. A
digraph has just one sound (eg sh in
ship) whereas a blend has two or
more sounds (eg st in stop).
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The ‘oo’ and ‘th’ digraphs are initially
introduced in two sizes. The children
learn that they each make two sounds,
as in ‘book’ and ‘moon’, ‘this’ and
‘thin’.
Order of Letter Sound Groups
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The letters are in groups of six. These
groups have been carefully selected to help
the learning.
The first six letters can be used to make
many simple words eg ‘pin’ and ‘sat’, so that
letters can be easily turned into words.
Letters that can be easily confused are not
too close together, such as ‘b’ and ‘d’.
The ‘c’ is introduced early on, as it forms the
template for writing the letters ‘a, d, o, g,
q’.
The Letter Groups
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s, a, t, i, p, n
c k, e, h, r, m, d
g, o, u, l, f, b
ai, j, oa, ie, ee, or
z, w, ng, v, little oo, long oo
y, x, ch, sh, voiced th, unvoiced th
qu, ou, oi, ue, er, ar
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When the first three groups of letter
sounds have been taught, the children
also learn that the letters have names
as well as sounds. They will learn both
sounds and names through the
alphabet using rhyme and song.
The children will bring home their own
sound flip book every day so that you
can help your child become fluent at
knowing the letter sounds.
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We will also send home sets of sounds
so that you can play the ‘Pairs Game’
at home with your child to reinforce
their learning.
Basic skill 2 – Learning
letter formation
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Letter formation is taught alongside the
sounds. Arrows on the sound sheets show
you how each sound is formed.
The children learn the ‘froggy legs’ grip.
Your support is invaluable because you are
in a good position to encourage correct
formation and a good pencil hold at home
too.
There are many stages of emergent writing
starting with drawing, through to
conventional writing.
Home / School Diaries
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We will provide the children with their
own home / school diary.
You may be able to spot where in the
writing stages, your child is now. We
look for examples of this
developmental writing in these books.
The writing soon becomes more
conventional and independent.
Basic skill 3 – Blending
for reading
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Blending is saying the sounds in a word and
then running them together to make the
word eg c-a-t is cat.
The sounds must be said quickly to hear the
word.
Your child will bring home a word wallet.
Please help your child at home to blend the
sounds to read the words on their word
lists. These lists are the stepping stone to
individual reading books.
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Alongside the word lists (CVC words), we
will also send home a (levelled / coloured
spot) reading book. Please listen to him /
her regularly. Record reading time in the
reading diary.
Children are rewarded for reading at home
with our ‘reading stickers and bookmarks’.
It is also important that your child
understands what he / she has read. Talk
about the story with your child (see reading
letter).
Tricky words – some words cannot be
sounded out, or spelt correctly, by listening
for the sounds. These ‘tricky’ words have to
be learnt. CVC word lists will soon become
tricky / key word lists.
Supporting your child
with his / her reading
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Point to each word (magic finger) and
encourage him / her to do the same.
Discuss the setting / characters – encourage
your child to relate events to real-life
experiences.
Encourage sounding out of letters and
learning to blend sounds – practice,
practice, practice !!!
Recap the story, encourage correct
sequencing of the story.
Some helpful ‘Vowel
Rules’
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When two vowels go walking, the
first does the talking.
If the short vowel sound does not
give the word, try the long vowel
sound.
If one way doesn’t work, try the
other.
Shy ‘i’ and toughy ‘y’.
Basic skill 4 - Identifying the
sounds in words – for
writing
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It is essential that children can hear the individual
sounds in words, especially for writing.
Initially, we ask the children to listen carefully and
say if they can hear a given sound in words.
Start with words that have three sounds in them eg
“Is there a ‘s’ in ‘sun’ … ‘mouse’ … ‘dog’?” If so,
where does it come?
Then we encourage the children to say the sounds
they hear. Practise by saying a word like ‘hat’.
Children respond by saying ‘h-a-t’ holding up a
finger or pretending to be a robot, as they say each
sound … ‘h-a-t’, ‘sh-i-p’, ‘ch-o-p’.
Progress to more complicated words.
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We write the letters on the board as the
children say them.
Children look at the word, say the sounds
and blend them to read the word.
Children begin to understand how reading
and writing work.
A few examples every day helps to develop
this skill.
Once a child can hear the sounds in words,
and knows one way of writing each sound,
they can write independently.
Initially, children will not spell accurately but
their work can be read, eg …
‘I went hors riedin
that wos fun’
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Most children by the end of their first
year, should be able to write their own
news and simple stories
independently.
Accurate spelling develops gradually
from reading books and from learning
the alternative vowel sounds.
Basic skill 5 – Tricky
words
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When the majority of children know about 18 letter
sounds and have been blending regular words, they
can begin to learn tricky words.
Tricky words are words that cannot always be
worked out by blending.
They are introduced gradually and the children
learn what is tricky about them eg ‘was’ has an /o/
sound in the middle instead of an /a/ sound.
The children learn 5 new tricky words each week as
well as continually revising for reading and spelling.
Three spelling techniques are ‘LSCWC’, ‘Say it as it
sounds’ eg ‘mother’ and ‘bother’, Mnemonics eg
‘people’.
Conclusion
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Aims to achieve in the first term:
Read and write the 42 letter sounds
Form the letters correctly, holding
their pencil in the tripod ‘froggy legs’
grip.
Blend regular words eg ‘leg’, ‘flag’
Write simple regular words by
listening for the sounds eg ‘bed’,
‘flat’, ‘ship’, ‘spoon’.
Finally …
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This all sounds like a great deal of work, but it does
go in stages and spreads over a considerable period
of time.
At home, remember little and often !
Your child may be tired after school but don’t
worry. It’s better to leave it, than to push too hard.
Remember, effort on your part, at this stage, is
worth it.
We will invite you to our Curriculum evening in
November to inform you about the EYFS
curriculum.
So, Parent Expectations !
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Practise sounds daily
Play the ‘Sound Pairs Game’.
Read as often as possible and sign the
diary (at least 3 times per week)
Practise writing their name using the
name card in their book bag,
encouraging correct pencil grip
Practise cvc / tricky words daily
Questions …
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Thank you very much for coming.