Leading the teaching of literacy

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Leading the teaching of literacy. The Research. The Jolly Phonics childrens reading skills were 11 months above the level expected for their age. The synthetic phonics classes outperformed the whole language classes on 16 out of 19 reading and spelling measures. - PowerPoint PPT Presentation

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  • Leading the teaching of literacy

  • The ResearchThe Jolly Phonics childrens reading skills were 11 months above the level expected for their ageThe synthetic phonics classes outperformed the whole language classes on 16 out of 19 reading and spelling measuresThe results demonstrated that Jolly Phonics produced effects that were long-lasting

  • 3 years of literacy teaching

    1st Year2nd Year3rd YearJolly PhonicsJolly GrammarJolly Readers

  • 5 basic skillsLearning the letter soundsLetter formationBlendingIdentifying sounds in wordsTricky Words

  • 1. Learning the letter sounds

  • Letter Sound Order1) Learning Letter Sounds

  • Storylines and ActionsLearning the sound s

    Action: Weave hand like a snake, saying ssssss1) Learning Letter Sounds

  • The Phonics HandbookDetailed teaching notesSound SheetsGames and Activities

    1) Learning Letter Sounds

  • DigraphsTwo or more letters that make one soundsh1) Learning Letter Sounds

  • Alternative Vowel SoundsIntroduced as:1) Learning Letter Sounds Alternatives taught later:ai (rain)ay (play) and a-e (flame)ee (feet)oa (boat)ea (leaf)ow (snow) and o-e (bone)

  • 2. Letter Formation

  • Feel Formation Finger Phonics books On the board In the air 2) Letter Formation

  • Pencil HoldTripod grip

    Froggy Legs movement2) Letter Formation

  • Writing LettersTracing dotsPencil stroke directionsJoining tailsJoined-up (cursive) handwriting2) Letter Formation

  • 3. Blending

  • Sounding Out Letterss-u-n b-oy3) Blending

  • Blending ActivitiesPointing to letters one-by-oneMiming wordsWord boxesRead and See books

    3) Blendingsapftihn

  • Words with Consonant Blendspl-a-n..plantr-i-ck..trickbr-u-shbrush3) Blendingtrpldwbrthrcrflgrscrspl

  • 4. Identifying Sounds in Words

  • Hearing Individual SoundsHearing one soundIdentifying all sounds in a word4) Identifying Sounds in Words

  • Games and ActivitiesI-SpyCounting soundsWord familiesRhyming wordsTake away a soundChopping Game4) Identifying Sounds in WordsIdentifying sounds

  • DictationDictate letter soundsCVC words Homework writing books4) Identifying Sounds in Words

  • 5. Learning Tricky Words

  • Tricky WordsReading blend and learnSpelling TechniquesLook, cover, write and checkSay it as it soundsMnemonics5) Tricky Words

  • At the end of the 1st nine weeksThe majority of children can:Read and write 42 letter soundsForm letters correctly, with tripod gripBlend regular words eg. leg, flag, shootWrite simple words by listening for sounds Read and spell some of tricky words

  • Independent Writing

  • Independent WritingIan is 5 yearsIn the first 18 weeks of schoolA typical student in the class

  • First Year Timetable12345

    First part of yearSecond part of yearLast part of yearTeach 42 soundsIntroduce letter namesTeach alternative spellingsRevise alternative spellingsTeach how to form letters correctlyTeach handwriting rules and give writing practiceGive handwriting practiceTeach how to blend simple regular words Introduce Jolly Readers Blending practice with alternative spellingsContinue with Jolly Readers and blending practiceTeach how to write words by listening for soundsDictation words and sentences Independent writing Continue dictation practiceTeach how to read and spell a few tricky wordsReading and spelling of more tricky wordsFirst 60 tricky words taught

  • Inky Mouse & FriendsLevel 3General FictionNonfictionLevel 2Level 1

  • Level 1Level 3Level 2Books per packPages per bookTricky words per bookAlt Spellings per bookSentences per page66616128402011400421

  • Some of the words used in Level 1 :dogfishsilvergroundstrongestsleepingsquirrelLevel 1Example Tricky Words: I, the, was, have

  • First year checklist

    Knows soundsBlends regular words with these soundsWrites regular words with these soundss a t i p n ai j oa ie ee or ay ea igh ow ew Knows soundKnows nameForms correctlyAlphabet lower case letters Alphabet capital letters Sings/recitesKnowsAlphabet order 1-1011-2021-3031-4041-5051-60Able to read tricky words Able to spell tricky words

  • 1st Year2nd Year3rd YearJolly PhonicsJolly GrammarThe Grammar Handbook 1Jolly Grammar Big Book 1Jolly GrammarThe Grammar Handbook 2Jolly Grammar Big Book 2Jolly DictionaryJolly Readers

  • Similar format to The Phonics HandbookSpelling & Grammar lessonsActions for grammar pointsThe Grammar Handbooks

  • Gr Hbks + Gr Big Bks Codingeg. Verbs are redDictionary lessonsJolly Grammar Big Books

  • Leading the teaching of literacy

  • Precursive or Print Letters?Precursive letters have exit strokes to encourage cursive writingPrint letters are standard letters, without exit strokes

    Jolly Phonics has been developed by practising classroom teachers. It is a synthetic phonics scheme (also know in North America as systematic phonics) for teaching children how to read and write during the first school year.

    Jolly Phonics teaches children the 5 basic skills they need to master in order to become proficient readers and writers. Children following the Jolly Phonics scheme can expect to be, on average, up to a year ahead with reading and a little further with spelling by the end of their first year.

    Jolly Phonics has been widely researched and proven to be effective. Here are some quotes from three of the research projects that were undertaken on synthetic phonics including Jolly Phonics. One in England, one in Scotland and one in Canada. A synthetic phonics approach is one that emphasises both the teaching of letter-sounds in isolation and how to blend them together to read a word. This approach is at the centre of Jolly Phonics teaching. If you would like more details of the research into Jolly Phonics please contact Jolly Learning.

    Jolly Learning has produced three years of literacy teaching materials, bringing both elements of language and literature together.

    After Jolly Phonics in the first year, Jolly Grammar provides comprehensive reading and writing teaching, while the Jolly Readers provide an effective start with literature. The 5 basic skills covered in Jolly Phonics are:

    1. Learning the Letter Sounds2. Learning Letter Formation3. Blending4. Identifying Sounds in Words5. Tricky Words

    In this presentation each point is dealt with separately. However, in the classroom they are taught at the same time.The first skill is learning the letter sounds. The main aim for the children is to fluently say the sounds the letters make.The order in which the letters sounds are taught has been grouped from the simplest to the more complex sounds and letters. The first group of letters were chosen because you can make more simple, three-letter words than with any other combination of 6 letters. This enables the children to start blending and reading words right from the start. This is hugely motivating for the children.

    The letter sounds are taught first and the letter names are taught later.

    The letter c is introduced early on. The formation of this letter comes before the letters d, o, g and q, which helps the children to form them correctly.

    The letters b and d are introduced in different groups to avoid confusion.

    The digraphs (where two letters make one sound) are introduced in the fourth group of letter sounds. Each letter sound is introduced with a story. In the story the children hear the sound and see the action.

    (Demonstrate with the s story, sound and action)

    The action helps the children to remember the letter sound. The s page illustration in Finger Phonics Big Book 1 and the s picture on the Jolly Phonics Wall Frieze remind the children of the letter sound.

    Story, action and then letter formation is the best way of introducing each letter sound to the children.

    The Phonics Handbook is the core teaching tool for Jolly Phonics. It contains everything teachers need to know about how the programme works and how to teach it.

    The opening pages describe in detail the teaching of the five skills. The book then introduces the letter sounds using Sound Sheets. These are worksheets that help the children to put the teaching into practice, write the letter(s) for each sound, and improve pencil control by filling in the picture neatly. Many parents like to make a file or book with the worksheets and regularly go over the sounds with their child.

    The Phonics Handbook is also filled with many photocopiable games and activities, such as pairs, card games and listening games, all designed to help children learn, not only the letter sounds fluently, but also to learn the other 4 skills at the same time.

    Digraphs are an important part of the teaching in Jolly Phonics. The English language consists of 44 sounds* but there are only 26 letters to represent them. Therefore, some sounds are written with more than one letter, e.g., sh, ch, th, ai, er, or, oi, ou, igh, ng, etc.

    * There are 44 letter sounds in English. Jolly Phonics covers 42 of them. The other two are: the sound made by the letters si in word television (not many of them) the schwa (swallowed sound) in the, lemon, around, etc.

    In Jolly Phonics the digraphs th and oo are initially written in two sizes because they each have two sounds: voiced /th/ sound as in this, that, there, with, etc. (the children like to feel their throat vibrating when they say this sound). unvoiced /th/ sound as in thin, thick, thistle, three, etc. (no vibrating with this sound). short /oo/ sound as in cook, book, foot, look, etc. long /oo/ sound as in moon, shoot, balloon, choose, etc.These differences are important in speaking, even though the letters are the same in writing.

    Suggestion: Play Jolly Phonics DVD from Bee, I wish I could readInitially, one way of reading all the letter sounds is taught. For example ai in rain. Once the children are used to blending words with these digraph, they are taught that there are alternative ways of spelling some sounds. For example, the alternatives for ai are ay (play) and a-e (flame). It is important for the children to have practice reading regular words with all of these sounds in them.

    In the Jolly Phonics Word Book there is a page of words for the initial spelling of each letter sound and then a page of words for each alternative spelling of that sound. Parents often find it useful to have this book as it helps them to understand how the code of English works, and provides them with examples of words for their children to blend and/or write. Teachers can photocopy the words (enlarged if preferred), stick them on card and cut them up for the children to have practice blending the words. This is particularly useful for children needing extra individual blending practice.

    Later on the Jolly Readers will help develop and practise blending skills. Well look in more detail at the Jolly Readers later.

    The next skill is letter formation. The main aim is for the children to form the letters correctly and develop neat handwriting.To begin to understand how letters are formed, the children can take it in turns to feel the formation of the letters in the Finger Phonics books, by following the arrows in the grooved letters with their finger.

    Feeling the formation of the letter in the air prepares the children for forming it correctly when they write it with a pencil. They watch the teacher forming the letter in the air and follow their example with their finger or hand (teachers have to be careful to form the letter in mirror image if facing the children).

    The children need to know the handwriting rules: no letters start on the line most letters start with the down stroke first a, d, o, g and q all start with a caterpillar c e and z start by going towards the end of the line b, d, f, h, k, l and t are tall letters, the hand/pencil goes higher when forming them g, j, p, q, y and f are letters with tails, the hand/pencil goes lower when forming them all letters should be close together without bumping, and spaces should be left between wordsWhen learning to hold a pencil, the children should use the tripod grip. The movement of the pencil comes from the thumb and first finger. Ensure that the knuckles can go out so that they look like froggy legs. The position is the same for left-handed children.Trace Over Dotted Letters - Children should start on the bold dot and form the letter by joining up the remaining dots. It is important to watch out for correct formation and accuracy with hitting all the dots. This example comes from The Phonics Handbook.

    Pencil stroke direction All the correct pencil strokes are given. Ideally each child should be watched to check that correct formation is used.

    Letters With Joining Tails - The Sassoon Infant font has been chosen because its letters have joining tails. Learning this formation from the beginning makes it easier for the children to join their letters when the school introduces joined-up (cursive) writing.

    Letters without joining tails are available in North America. These products are marked as being in print letters.

    Joined handwriting helps children to develop greater fluency in their writing. It also encourages better spelling as the children feel how the letters go together by writing them in one continuous movement. This reminds them to put the letters in the correct order.

    In class, to consolidate their understanding of the first 6 sounds, the children can watch the first section of the Jolly Phonics DVD.

    Other items such as the Jolly Phonics Wall Frieze and Jolly Jingles can also be used to consolidate whats been learned. The next skill is blending. The main aim is for the children to blend letter sounds fluently to work out unknown words. The faster children are at blending, the easier it is for them to read. It enables them to work out the vast majority of unknown words.The first stage in learning to blend is for the children to be able to hear the word after the teacher has said the sounds in it. A teacher may say for example, Can you see the s-u-n? or Where is the b-oy?. Parents can also do this with their child at home.

    The children who can immediately hear the words sun and boy, and point to them in the picture, have a good ear for sounds and will have no problems with learning to blend sounds by themselves. With practice all children become successful. However, it does take longer for some, and these children find learning to read more difficult. In the beginning a little practice is needed most days.

    As soon as possible, the children should start blending words by themselves or as a class. The words should be regular and they should use only the letter sounds that have been taught. There are several activities for blending practice in The Phonics Handbooks and Jolly Phonics Workbooks, for example.

    Blending comes easily to most children. However, some children find it difficult. A technique that helps all children is to say the first sound of a word slightly louder and the others quickly afterwards, e.g., d-ar-k. Examples of regular words can be found in the Jolly Phonics Word Book. Plenty of practice is also needed through the worksheets. The most effective method of blending is when the child is able to blend a word in their head, without saying the...