An Introduction to Jolly Phonics

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. Research into Synthetic PhonicsUniversity of St Andrews School of Psychology – Johnston & Watson 1992/93 - Teaching of reading in early stages of primary school 3 stages of study • How phonics are taught in a sample of 12 Scottish schools • Impact of analytic & synthetic phonics • Comparison of three groups analytic phonics only phonemic awareness and analytic phonics synthetic phonics only

7. 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 aheadofother twogroups • 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

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

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

20. 2. Learning letter formation • Pencil hold • Finger phonic books • Trace over dotted letters • Write each letter • Joining tails

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

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

28. 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

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