Teaching Literacy PART 1
Anne Sloan
February 2010
TDS, MAG
Al Taqadom, Al Shamkha
What is Reading?
Reading is an active process
of getting meaning from
print‘Julie Bowtell
University Hertfordshire’
How do we learn to read?
There are two aspects of reading:
Decoding and word recognition.
Comprehension
Both are important in developing children’s literacy skills.
Objectives
To explain the principles behind the Jolly Phonics programme
To provide an opportunity for teachers to seek clarification about the programme
To demonstrate the use of some of the Jolly Phonics material
Teaching PhonicsRecent research shows that a synthetic approach to phonics is more successful in teaching children how to
read than an analytic approach.
What’s the difference?
Analytic phonics Synthetic phonics
starts at whole word levelduring or after reading books introducedoften, one letter per weekinitial sounds first
letter sounds taught very rapidlyemphasis on blending soundsusually, before reading scheme introduced
Jolly Phonics by Sue Lloyd
1. Learning the letter sounds2. Learning letter formation3. Blending4. Identifying sounds in words5. Tricky words
1. the Letter SoundsThere are 42 letter sounds which are
taught in the following order:
s a t i p nck e h r m dg o u l f bai j oa ie ee orz w ng v oo ooy x ch sh th thqu ou oi ue er ar
A multi-sensory method is used:A storyline –
story bookteacher’s song/rhyme book and CD.
Action –children associate an action with each sound to help them remember it, e.g.,
a s
Sound sheets - visual
a s
2. Letter formation
Pencil holdForming letters in the airTrace over dotted lettersFeeling letters (finger phonics)
Write each letterJoining tails
3. Blending
Children need to be taught how to blend sounds together:
1. Letters sounded out by teacher ‘d-o-g’ ‘s-u-n’ ‘m-ou-s’
2. Letters sounded out by children
3. Blending words with consonant blends and digraphs
26:00
4. Identifying sounds in wordsIt is essential that children are taught to hear the
individual sounds in words:
1. Listen and say if they can hear the sound ‘s’ in the words ‘sun’ ‘mouse’ ‘dog’.
2. Children say the sounds they hear and hold fingers up for each sound, for example,‘hat’ - ‘h-a-t’ -3 fingers‘ship’ - ‘sh-i-p’ - 3 fingers
3. Dictate words for children to practice writing.
25:10
5. Tricky words
Tricky words are those that cannot be worked out be blending:
Look (identify the irregularity and say the letter names), Cover, Write and Check.
Say it as it sounds
Mnemonics
6. Practice Everyday
Everyday a little work on each skill is needed: Work through flashcards of letter sounds. Develop ability to write fluently and neatly:
- correct formation of capital and small letters- Dictation of words and sentences.
Develop reading fluency and comprehension:- reading individually to a parent- group/guided reading- develop wider vocabulary and meaning of words.
Develop writing skills:- write sentences to pictures- write news independently- write simple stories that have been told by the teacher- create and write own stories- write up science and topic work- continue teaching tricky words
Activities from Jolly Phonicsbingoboardgamesarrow wordsconsonant blendsdominoesmissing soundsCVC flipbooksentence stickingstring joining
Website: www.jollylearning.co.uk
The ‘a’ action
The ‘s’ action
The ‘a’ sound visual
The ‘s’ sound visual