Teacher’s Book

Daily guidance for teaching phonics with Jolly Phonics Pupil Books 1 and 2

Authors: Editors (Pakistan Edition):

Sue Lloyd Fatima Tuz Zahra
Sara Wernham Sadia Malik

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 PART 1:

Introduction to Jolly Phonics

The Jolly Phonics Teacher’s Book and Pupil not sure how to go about it. It is a good idea
Books provide a programme for teaching the to invite new parents to a meeting, where it
skills of reading and writing in English. There is explained to them how reading and writ-
are activities in the Pupil Books and corre- ing is taught in the school. This provides an
sponding guidance in the Teacher’s Book for opportunity to introduce the Pupil Books, and
each day. In Jolly Phonics, the children are to explain how the parents can support their
not just taught the alphabet sounds, but all children. The Jolly Phonics method of teaching
the 42 main letter sounds, and how they are was developed and tested over a period of time
written. With this knowledge, they are taken at Woods Loke Primary School in Lowestoft,
through stages of blending sounds together England. Before 1975, reading was taught at
to form words, and then on to reading. At the the school using an essentially visual, whole
same time the pupils are taught to write by word approach. Most children read well. How-
listening for the sounds in spoken words and ever, there was always a group of children who
identifying the letters corresponding to those had problems remembering words and who
sounds. This skill is referred to as ‘sounding’. could not cope satisfactorily with reading or
The main 42 letter sounds are introduced at writing. These children did not pick up letter
a rate of one a day, which is a fast and stim- sounds easily or relate them to words. It was,
ulating pace. However, this rate can, and therefore, decided to teach the letter sounds
should, be adjusted according to the number first, to see if early letter knowledge would
and duration of lessons available, and to the help them. This proved to be much more suc-
age of the children. The Jolly Phonics pro- cessful for the children as a group, and those
gramme is multisensory, active and designed children who had problems were much fewer
for young children. The Teacher’s Book offers in number. This outcome reflects the findings
step-by-step guidance, which brings a better of several research studies, which concluded
understanding of the programme and the that knowing the letters was the best predic-
activities in the Pupil Books. Teachers using tor of success in learning to read. Later, in the
these books can be assured that their children early 1980s, the school introduced some struc-
will read and write independently at an earli- tured blending, in addition to the letter-sound
er-than-average age. In this introduction, the work. The school then took part in an external
teaching programme has been divided into research experiment. The children were first
the following five basic skills, each of which taught to listen carefully for the sounds in
has its own section: words, to identify them, and to relate them to
1. Learning the letter sounds the letters (phonemic awareness). This teach-
2. Learning letter formation ing method made it much easier for the chil-
3. Blending (for reading) dren to learn to read and write. They became
4. Identifying the sounds in words fluent readers much earlier than before, and
(for writing) best of all, the group of children with reading
5. Tricky words problems was almost non-existent. It was rare
Although the teaching here has been sepa- to have a child in the school scoring below 90
rated into these five basic skills, in the Pupil on the Young’s Reading Test, and the average
Books the first four skills are taught simulta- was between 110 and 116. (The Young’s Read-
neously from the beginning, and the fifth skill, ing Test is designed so that a score of 100 is
learning the tricky words, is taught after the the average. It is also designed so that half
first few weeks. Learning to read and write of all children will fall in the range 90–110).
fluently is vital for children. All parents know The children learnt to read much faster when
this and want their children to master these they knew the letter sounds and could work
skills. The majority are keen to help, but are out words for themselves. Independent writ-

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 ing started much earlier than usual The 42 main letter sounds of English
and accurate spelling developed more
quickly. These results also reflect the Urdu Word examples IPA
findings of independent research stud- symbols
ies, which show that both blending 1 s sand, sun, twist (ssss) s
skills and phonemic awareness are 2 a ....... ant, sand (sheep sound) æ
strong predictors of reading success. 3 t top, tug, mat t
The key advantages of Jolly Phonics 4 i ink, instant, drink I
are that it teaches children to recog- 5 p plug, pet, step p
nise all the main letter sounds early 6 n nut, nip, spin n
on, and that it shows them how to 7 c cat, cot, duck k
relate the sounds to the symbols, and 7 k king, kind, kettle k
so, to understand the alphabetic code 8 e egg, end, shed e
used for reading and writing. Because 9 h hop, hit, hill h
the children have, at an early stage, a 10 r run, rabbit, barrel (rrrr) r
way of writing every letter sound, they 11 m man, mill, shrimp m
are able to write whatever they want. 12 d dog, dip, sudden d
With Jolly Phonics, children can be 13 g goat, gap, digger g
taught to read at a young age, even at 14 o ostrich, on, spot ɒ
a pre-school age. The effectiveness of 15 u up, under, lung ʌ
Jolly Phonics has been highlighted by 16 l leg, lost, shell l
numerous research studies, in which 17 f fog, lift, fluff f
the achievements of children taught 18 b bat, bend, crab b
with Jolly Phonics have been much 19 ai aim, aid, drain (long ‹a›) eI
greater than those of children taught 20 j jelly, jet, jumper dƷ
with other methods. 21 oa oak, oats, boat (long ‹o›) ǝʊ
22 ie pie, tie, die (long ‹i›) aI
Bi/multilingual perspective is being 23 ee eel, creep, tree (long ‹e›) i:
supported in this version and differenc- 24 or order, corn, storm ɔ:
es are appreciated. English as lingua 25 z zoo, zebra, buzz (vibration zz) z
franca is accepted worldwide and this 26 w wind, went, swim w
stance allows learners to deviate from 27 ng song, bang, string ŋ
standard norms if it is not practical in 28 v van, vet, give v
bi/multilingual classrooms. It is consid- 29 oo look, book, foot ʊ
ered as a variety and not as an incor- 30 oo moon, spoon, shoot u:
rect or inferior version of the language 31 y yell, yes, yellow j
expression. Recently local terms are 32 x x-ray, ox, flex ks
being inserted in English frame and it 33 ch chop, chick, much tʃ
is visible in fiction and news discourse. 34 sh ship, shop, wish ʃ
Jolly Phonics Teacher’s Book Pakistan 35 th this, then, with (voiced /th/) ð
version proudly presents Urduized 36 th thin, thick, thimble (unvoiced /th/) θ
words in English frame. For example: 37 qu queen, quick, quack kw
Abu admires his outfit (page 32) Some 38 ou out, cloud, found aʊ
sounds are articulated differently in 39 oi oil, ointment, spoil ɔI
Pakistan such as, ‘/th/ as in thick’ and 40 ue value, argue, cue (long ‹u›) ju:
‘/th/ as in this’ both are foreign sounds 41 er herb, stern, sister ɜ:
and names are not starting with these 42 ar art, arm, start a:
sounds. Alternatively, teachers can
use names starting with /s/ and /z/ that The letter sounds can be heard at:
are closer in pronunciation or remain https://www.jollylearning.co.uk/resource-bank/
with the local alternatives extensively learn-the-letter-sounds/
used in almost all educational contexts
such as ‘‫ ’تھ‬and ‘‫’د‬.
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 Pupil Book 1: Page 2 children. No words can
be read at this stage, as
Letter Sound /s/: the children have only
been taught one letter
Story: Introduce the sound /s/ using a story, such sound. However, even
as the one below, and the action. at this early stage, audi-
tory blending can start
It is a sunny morning, and Sara is taking her dog, by encouraging the chil-
Sallu, for a walk. They like to walk down to the dren to listen for the
pond. Sara looks around as they walk along. She word when you say the
sees a toadstool, a red and yellow caterpillar, and a letter sounds. For ex-
blackbird on her nest. When they get to the pond, ample, the teacher says
they spend some time watching the fish swim /s-u-n/ and the children
around. After a while, Sallu goes off and snuffles call out sun.
around in the grass. He finds a stick, which he
brings back to Sara. He barks at Sara, and Sara Sounding: Say the words corresponding to the
throws the stick for Sallu to fetch. Sallu runs pictures in the Pupil Book: sun, snail, spider,
around, looking for the stick in the grass. Sudden- flower. The children listen for the word without
ly, Sallu starts barking, “Woof, woof, woof!” Sara the /s/ sound (flower), and cross out its picture.
skips over to see what Sallu has found: “Ssssss!” In They can colour in the other pictures.
front of Sallu is a spotty snake. It is rearing up and
is hissing loudly. Sara grabs hold of Sallu, and the
snake slithers quickly away.

Formation: Explain how the letter ‹s› is written.

The children write over the dotted letters in their
books.

Blending: Try making the letter sound /s/ with the

Pupil Book 1: Page 3 /s/ and /a/. Continue

auditory blending, for
Letter Sound /a/: example, with the
sounds /a-n-t/.
Flash Cards: Revise the sound /s/.
Sounding: Say the
Story: Introduce the sound /a/ using a story, such words corresponding to
as the one below, and the action. the pictures in the Pupil
Book: spider, arrow, ant,
The family of Sheikh Ahmad is going on a picnic. apple. The children lis-
The children help their mother pack the food. ten for the word without
Aisam packs the apples. Annie helps to make the the /a/ sound (spider),
jam sandwiches. At last, they are ready and set and cross out its picture.
off for the picnic. When they arrive, they sit down,
spread out a cloth and lay the food on it. Annie Dictation: Call out the
rubs her arm. “Something is tickling me,” she says. sounds /a/ and /s/ for the children to write.
“Something is tickling me, too,” says Aisam, eating
his apple. Annie shouts, “a, a, a ants!” They all look
at Annie and see some ants crawling up her arm.
They all jump up. There are ants all over the picnic
cloth! “Oh dear,” says Abu. “We must have put our
cloth over an ants’ nest.” They pack up their things
and move to a nicer spot.

Formation: Explain how the letter ‹a› is written.

The children write over the dotted letters in their
books.

Blending: Point to the letters and say the sounds

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 Pupil Book 1: Page 4 Formation: Explain
how the letter ‹t› is writ-
Letter Sound /t/: ten.It is a tall letter and
starts slightly higher up
Flash Cards: Revise the sounds /s/ and /a/. than the letters ‹s› and
‹a›. The children write
Story: Introduce the sound /t/ using a story, such over the dotted letters
as the one below, and the action. in their books.

Tina and Tot Batot have been watching an impor- Blending: Point to
tant tennis match on television. There was a crowd the letters and say the
waiting for the match to begin. The players came sounds /s/ and /a/. Blend
on to the court and the crowd clapped. The match the words at and sat.
began, and they hit the ball to each other: “t, t, t.” (Say the sounds with
The people in the crowd turned their heads from the children, blend the
side to side, watching the ball. Now Tina and Tot sounds, and read the words.)
Batot are outside, pretending to be the tennis play-
ers at the match. They hit the tennis ball to each Sounding: Say the words corresponding to the
other: “t, t, t.” Some animals among the tulips are pictures in the Pupil Book: teddy, tortoise, tennis,
watching them play. They turn their heads from sun. The children listen for the word without the /t/
side to side, watching the ball, just like the crowd sound (sun), and cross out its picture.
at the match.
Dictation: Call out the sounds /t/, /a/ and /s/ for
Note: Although the local pronunciation of /t/ is dif- the children to write.
ferent from the standard English one, teachers can
provide students with both versions so that they
are able to identify the sounds while listening to
them.

Pupil Book 1: Page 5 The children write over

the dotted letters in
Letter Sound /i/: their books.

Flash Cards: Revise the sounds /s/, /a/ and /t/. Blending: Point to the
letters and say the
Story: Introduce the sound /i/ using a story, such sounds /a/ and /i/. Blend
as the one below, and the action. the words it and sit.
(Say the sounds with
Iman has a white pet mouse. She lives in a cage on the children, blend them
the desk in his bedroom. One evening, Iman forgets and read the words.)
to close the cage door properly. The little mouse
climbs out of the cage and starts looking around Sounding: Say the
the desk. Suddenly, she sees the cat watching her. words corresponding to
She squeaks, “i, i, i,” and quickly runs across the the pictures in the Pupil
top of the desk. Crash! She bumps into a bottle of Book: igloo, arrow, Inky, ink. The children listen
ink and knocks it over. The top comes off, and the for the word without the /i/ sound (arrow), and
ink spills out everywhere, even over the little cross out its picture.
mouse. The mouse keeps on running as fast as she
can, scampering off the desk and across the room Dictation: Call out the sound /i/ and the other
to a mouse hole she had seen from her cage. Safe sounds already covered for the children to write.
in the mouse hole, she scrubs and scrubs, but she
cannot get all the ink off. She decides that from
now on she will make this her new home and call
herself Inky Mouse. All Iman can find is a set of
inky footprints across the carpet, leading from the
desk and into the mouse hole.

Formation: Explain how the letter ‹i› is written.

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 Pupil Book 2: Page 2 case letters to the capi-
tals.
Handwriting & Dictation:
Tricky Words:
Flash Cards: • Use the flash cards or
Revise the basic 42 sounds. the Tricky Word Wall
Flowers to revise the
Blending, Sounding & Dictation Words: tricky words already
(See page 17 for further instructions.) learnt.
cat, dog, hen, step, drum, • Introduce the two
chin, than, sheep, rain, cobweb. new tricky words:
you and your.
The Alphabet: • Look at the words
(See page 6 for further instructions.) in the flowers at the
• Look at a copy of the alphabet with the children. bottom of the page:
• Say the alphabet, pointing to each letter as you you and your.
say it, and pausing between each set (A–E, F–M, • Point out that your is the same as you, but with
N–S, T–Z). a letter ‹r› on the end.
• The children write over the dotted words, and
Handwriting: Writing the capitals for group 1. colour the flowers yellow.
• Teach how to write the capitals for the letters
S, A, T, I, P, N.
• All capital letters start at the top.
• The children write inside the outline letters and
then go over the dotted ones.

Further Ideas:
Write the letters for group 1 on small cards, or on
the board, and get the children to match the lower

Pupil Book 2: Page 3 • As the ‹y› is replacing

a vowel sound in the
Alternatives: reading words, it has
borrowed the ‘magic’
Flash Cards: of a vowel. So, if the
Revise the basic 42 sounds. consonant was not
doubled, it would
Alternatives: ‹y› as /ee/. change the vowel
• Explain that the letter ‹y› only says its sound sound in the word
/y/ when it is at the beginning of a word (as in from short to long.
yummy, yellow, yogurt), or in the middle (as in • There are a few excep-
beyond). tions to this rule; in
• Read the words at the top of the page. body, tidy, lily and
• Point out the letter that is making the /ee/ sound copy the consonant is
at the end of the words (the letter ‹y›). The sound not doubled.
may vary slightly according to accent.
• The reading words are: Read and Draw:
jolly, daisy, muddy, teddy, funny, spotty, sunny, • Sound out and read the first phrase: ‘a green frog’.
daddy. • The children draw a picture to match the phrase.
• The children read the other phrases and draw a
Note: Double Letters picture for each one.
• The reading words with short vowel sounds have • The phrases are:
double letters. When two letters that make the a green frog; the spotty dog;
same sound are next to each other, the sound is your fluffy cat; you and me.
only said once.
• Letters are often doubled after a short vowel Further Blending Practice:
sound so that the ‘magic’ from any subsequent (See page 13 for further instructions.)
vowels cannot hop back over the consonants and • The words for blending are:
change the short vowel into a long one. black, paid, soak, street, fork.

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 Pupil Book 2: Page 4 Tricky Words:
• Use the flash cards
Handwriting & Dictation: or Tricky Word Wall
Flowers to revise the
Flash Cards: tricky words already
Revise the basic 42 sounds, plus ‹y› as /ee/. learnt.
• Introduce the two
Blending, Sounding & Dictation Words: new tricky words:
(See page 17 for further instructions.) come and some.
cap, dot, men, stop, drip, • Look at the words
boat, chip, thin, shoot, nutmeg. in the flowers at the
bottom of the page:
The Alphabet: come and some.
• Look at a copy of the alphabet with the children. • Point out that come
• Say the alphabet, pointing to each letter as you and some both have
say it, and pausing between each set (A–E, F–M, the letters ‹ome› at the end.
N–S, T–Z). • The children write over the dotted words, and
colour the flowers yellow.
Handwriting: Writing the capitals for group 2.
• Teach how to write the capitals for the letters
C, K, E, H, R, M, D.
• All capital letters start at the top.
• The children write inside the outline letters and
then go over the dotted ones.

Further Ideas:
Write the letters for groups 1 and 2 on small cards,
or on the board, and get the children to match the
lower case letters to the capitals.

Pupil Book 2: Page 5 Further Blending

Practice:
Vowel Sounds: • Write the following
list of words on the
Flash Cards: board and blend them
Revise the basic 42 sounds, plus ‹y› as /ee/. with the children.
• The words are:
Short Vowels: sandy, sorry, family,
• Explain that the five vowel letters are ‹a›, ‹e›, ‹i›, soapy, berry.
‹o› and ‹u›. • Write the following
• These letters have a short vowel sound, which sentences on the
the children know. board, pointing out
• Look at the letters at the top of the page and say the tricky words and
the short vowel sounds. blending any un-
• Look at the picture of the box. known words with
• Say the word, so that the children can listen for the children.
the short vowel sound. 1. Your dog has muddy feet.
• The children have to circle the correct letter 2. Some cats are greedy.
sound (the ‹o›) in the line of short vowels above 3. Can we come to your party?
the picture. 4. His fingers are all sticky.
• The children then write over the whole word on
the dotted letters on the lines underneath.
• The children continue with the rest of the
pictures, listening for the short vowels and
writing the word.
• The pictures are:
box, bus, frog,
sun, nest, ring,
hat, fish, crab.

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 The Jolly Phonics Pupil and Teacher’s Books provide a
programme for teaching the skills of reading and writing.
The Jolly Phonics Teacher’s Book accompanies Jolly Phonics Pupil Books 1 and 2.
It offers structured daily guidance, plus a wealth of practical tips including tried and
tested ways of teaching the tricky words.

Also available: Jolly Phonics Wall Frieze, Jolly Phonics Cards (flashcards),
Finger Phonics books, Jolly Songs, Jolly Phonics Readers and more.

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

ËxHSLIOEy145270z
© Sue Lloyd and Sara Wernham 2009 (text)
© Lib Stephen 2009 (illustrations)

77 Hornbeam Road, Buckhurst Hill, Essex, IG9 6JX, UK. Tel: +44 20 8501 0405
82 Winter Sport Lane, Williston, VT 05495, USA. Tel: +1-800-488-2665
Printed in China. All rights reserved
[email protected] www.jollylearning.co.uk [email protected]
Tel: +92 308 4432015 Reference: JL271
Pakistan Edition

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