1. Welcome to Mrs McGill (P1) Mrs Heron & Mr Morrow (P2) Introduction
Welcome to Jolly Phonics.
Jolly Phonics has been developed by practising classroom teachers and provides a systematic method for teaching children to read and write.
It is a synthetic phonics programme: The children are taught to read by ‘synthesising’ (which is blending) the letter sounds together.
By blending the letter sounds together, the children can work out unknown words themselves, rather than being asked to memorise words.
In this presentation, we will look at :
The principles of Jolly Phonics.
The stages children go through to learn to read and write well and confidently.
How providing additional support at home can help children achieve the best results.
Mrs McGill (P1) Mrs Heron & Mr Morrow (P2)

2. Introduction to Jolly Phonics
Jolly Phonics uses sounds to teach children to read and write.
The children are taught the sounds that letters make. They do not learn the letter names until they know all of the sounds.
For example: at = a....t... Not a (ay) t (tee)
The sounds are not taught in alphabetical order.
We begin with the s a t i p n sounds because we can make lots of 2 and 3 letter words with these.
e.g. at it sat tip pin pat

3. Introduction to Jolly Phonics
There are 26 letters in the Alphabet but there are 42 sounds
Some sounds sound the same but are written in different ways
E.g. go, toe, know, note, coat
(same sound, different spelling)
Some sounds look the same but make different sounds
E.g. The bow of a ship/ The bow in my hair
(same spelling, different sound)
Over the next two years (P1-P2) your child will be learning to read and write all of the sounds in the English language

4. Story, song and action for each sound
Primary 1 Jolly Phonics
In P1 your child will learn the following single sounds:
s a t i p n
c k e h r m d
g o u l f b j
z w v y x
Story, song and action for each sound

5. Vowel sounds- difficult for children
e and i
For ‘e’ put your chin down.
For ‘i’ clench your teeth.
Think about sit and set
o and u -
For ‘o’ keep your mouth round like the sound.
For ‘u’ make your mouth long.
Think about cot and cut.

6. Correct pronunciation of the sounds is crucial
f- top teeth need to touch bottom lip, blow breath - NOT fuh
l- tongue needs to touch roof of the mouth behind the front teeth - NOT la
h- mouth open, puff as if out of breath – NOT huh
p- lips together, puff air out – NOT puh
n- tongue touches roof of mouth- NOT na
th- (voiced: this, that, these)
(breath: thick, thin, thieves)

7. this thick quit house coin
Digraphs
(two letters making one sound)
ay oa ie ee or
day coat tie bee for
ng oo oo ch sh
ring book zoo chat shop
th th qu ou oi
this thick quit house coin
Digraphs
In English there are 44 sounds and only 26 letters.
This means that some sounds have to be written with two letters. These sounds are called digraphs.
The ones on screen are the first to be taught to the children.
Activity
Point to each digraph and ask everyone to call out the sound. You can provide a word for each digraph yourself, or ask for suggestions. For example:
/ai/ rain
/oa/ goat
/ie/ tie
/ee/ sheep
/or/ torn
ue er ar
cue water car

8. Digraph song To the tune of ‘If you’re happy and you know it’.
Change to suit the digraph. This song is for ‘oa’.
o and a together give us oa,
o and a together,
o and a together give us oa

9. 3 single sounds with sound buttons 1 digraph and 2 single sounds
Digraphs
To help children learn the digraphs and to see them in words we use smiley faces for digraph sounds and sound buttons for single sounds.
3 single sounds with sound buttons
E.g.
1 digraph and 2 single sounds

10. Reading tips using sounds and digraphs
Please encourage your child to keep their finger under the words while reading so they can follow the story more accurately.
In their reading book your child may find some words difficult as they haven’t learnt all the sounds/digraphs yet.
Let your child use their phonic skills as much as possible and then use the book’s illustrations as a clue.
E.g. Bowl, blue, rain (P2 sounds)

11. Writing in P1
The children will be learning how to write each letter.
It is very important that they learn how to form the letter correctly.
Correct letter formation will lend itself to learning joined handwriting when your child is in P4.
Most letters end with a tail flick for joining later on e.g.
a u i l d h m n

12. An example of independent writing in P1
Using the ‘ee’ sound a child may write the following sentence:
I eet meet when Mummee feeds me.
You should always praise your child’s efforts when writing and also show him/her the way ‘an adult’ would write this sentence.
This means that while the child is using their sounds to write words they are also building their sight vocabulary.
eet- eat
meet- meat
mummee- mummy

13. Primary 2 Jolly Phonics Term 1
We revise all of the sounds taught in P1
Single sounds s a t i p n etc
Digraph sounds ch sh ay ee ng
Revision of letter formation
Revise reading strategies
use of reading finger to point to the words
use of pictures as clues
use of sounding out words
finding Tricky Words

14. Tricky Words
Tricky Words are taught in P1 and P2. They are words that cannot be ‘sounded out’.
e.g. Try sounding out the= th-e
was= w-a-s
Your child must learn to read and write these words from memory. Daily revision of these is essential.
The Over‐Use of a Phonics Strategy
An over-reliance on decoding words results in a lack of reading fluency.

15. Primary 2 Jolly Phonics
The English language in written form is very complicated. 26 letters- 42 sounds.
There can be more than one way of writing a sound. E.g. ee ea y
In P2 your child is learning about the different ways of writing one sound.
Term 2
The children learn the alternative digraphs.

16. Alternative Digraph Sounds
oy/oi boy / coin
ou/ow out / now
ee/ea/y sweet/ treat/ mammy
er/ir/ur her / girl / hurt
au/aw autumn / draw
ay/ai/a_e rain / say / name
ie/i_e/igh/y tie / five / right / sky
oa/oe/o_e/ow coat / toe / rope/ row
ue/u_e/ew fuel / cube/ few
ue/ew (oo) blue / flew

17. Alternative Digraphs
There are stories and actions that go with these sounds too.
These form part of your child’s Literacy homework in Term 2.

18. Writing in P2
By this stage your child has developed their letter formation through sensory experiences such as in the sand, air writing, painting, chalk etc
Now they are writing words and sentences and are learning to size the letters correctly.
We remind the children of letter sizing using the concept of a house: attic, house, cellar
Letter Formation
The next part of the lesson involves the second of the basic 5 skills: showing the children the shape of the letter that gives the /s/ sound:
Multi-sensory approach
A multi-sensory approach is used here too. The children can:
feel the shape of the letter in the Finger Phonics books
see it written on the board
and write it in the air with their finger.
(Demonstrate air-writing an ‘s’, facing everyone and making sure you draw the ‘s’ in its mirror image.)
Getting it right
It is important to get the formation correct from the beginning before any bad habits develop.
Gentle guidance or correction given at home makes it easier for the children.

19. Correct Pencil Grip P1 & P2
Tripod grip
‘Froggy legs’
frog on a log
Pencil Hold
Tripod grip
The ‘tripod’ type of pencil hold makes it easier for children to write. They need to learn that:
The pencil goes between the thumb and the first finger.
The next finger stops the pencil falling down.
The last two fingers are not needed and should be tucked away.
‘Froggy legs’ movement
The movement comes from the knuckles. When the pencil is moved in this way, it looks like ‘froggy legs’!
It is helpful to encourage your children to use this pencil hold.
(If you have time, get everyone to put their first finger and thumb together in the tripod grip and pretend to write with the ‘froggy legs’ movement.)

20. Correct Pencil Grip- Tips

21. P1 and P2 How can you help at home?
Learn sounds in sound book
P1 learn 4 sounds per week
P2 learn 1 new digraph sound per week (T2)
Read Tricky Word strips-
Point to the words in a random order! Or make your own flash cards and use them instead of the word strips.

22. How you can help at home
Reading books: search for sounds and digraph sounds
Encourage the use of reading finger when reading at home.
Talk about sounds – in names/surnames of people, places, sign posts etc
Build words – cut them up and get your child to put them back together.
Play ‘Robots’ and talk in sounds e.g. ‘Let’s go to the p-ar-k
‘G-oo-d b-oy/ g-ir-l!’

23. How you can help at home
Encourage correct pencil grip, letter formation and ‘house rule’ sizing.
When writing, encourage your child to ‘have a go’ and praise their efforts, e.g. Mamee- but also show them the correct way to spell a word so that they learn the correct spelling.

24. Useful websites www.starfall.com http://jollylearning.co.uk/
Jolly jingles on Youtube
Downloadable apps on tablets and ipads.

25. Thank you for coming!