1. Welcome … Objectives for the evening: ‘Jolly Phonics’ as a multisensory approach to supporting children when learning the letter sounds, and its advantages ‘Jolly Phonics’ as a multisensory approach to supporting children when learning the letter sounds, and its advantages The 5 basic skills The 5 basic skills Conclusion Conclusion What comes next? What comes next? Finally Finally Parent expectations Parent expectations Questions Questions

2. Jolly Phonics Children learn to read and write through a systematic programme. Children learn to read and write through a systematic programme. Learn the main 42 sounds of English, not just the alphabet sounds. Learn the main 42 sounds of English, not just the alphabet sounds. Learn to blend sounds to form words and then to read. Learn to blend sounds to form words and then to read. Children learn to write by identifying the sounds in words and relating the letters to those sounds. Children learn to write by identifying the sounds in words and relating the letters to those sounds.

3. It is a multi-sensory, active approach for learning to read and write. It is a multi-sensory, active approach for learning to read and write. Jolly Phonics provides a programme for the first year of learning to read and write. Jolly Phonics provides a programme for the first year of learning to read and write. The first term will be spent learning the letter sounds. The first term will be spent learning the letter sounds. One letter sound is taught each day. One letter sound is taught each day.

4. The 5 basic skills 1. Learning the letter sounds 2. Learning letter formation 3. Blending – for reading 4. Identifying the sounds in words – for writing 5. Tricky words – irregular words These skills are all taught at the same time.

5. Advantages of Jolly Phonics Learn all of the main letter sounds early, relating the sounds to the symbols, understanding the alphabetic code used for reading and writing. Learn all of the main letter sounds early, relating the sounds to the symbols, understanding the alphabetic code used for reading and writing. As a result, children’s achievements are much greater in both reading and writing. As a result, children’s achievements are much greater in both reading and writing. Children have a way of writing each letter sound so they are able to write whatever they want, early on, in a way that is readable. Children have a way of writing each letter sound so they are able to write whatever they want, early on, in a way that is readable.

6. Basic skill 1 – Learning the letter sounds The letter sounds are introduced at the rate of one sound a day. The letter sounds are introduced at the rate of one sound a day. All of the 42 sounds are covered by the end of the first term. All of the 42 sounds are covered by the end of the first term. Children become competent readers much sooner and can use all of their letter sounds to begin producing more expressive independent writing much earlier. Children become competent readers much sooner and can use all of their letter sounds to begin producing more expressive independent writing much earlier.

7. In the first lesson, the ‘s ‘ sound is introduced. In the first lesson, the ‘s ‘ sound is introduced. The children listen to the story about a boy who takes his dog for a walk, hears the dog barking and then sees a snake hissing ‘sssssssssssss’. The children listen to the story about a boy who takes his dog for a walk, hears the dog barking and then sees a snake hissing ‘sssssssssssss’. The sound is a pure sound that doesn’t have ‘uh’ on the end e.g. s not s’uh’. The sound is a pure sound that doesn’t have ‘uh’ on the end e.g. s not s’uh’. The sound and action is incorporated in each story. The sound and action is incorporated in each story. The children learn the ‘s’ song and sing it together. The children learn the ‘s’ song and sing it together. They are then shown the flashcard and how to form it correctly, firstly by writing it in the air. They are then shown the flashcard and how to form it correctly, firstly by writing it in the air.

8. Many fun, practical and sensory activities will be available at school, inside and outside, to provide practice in forming the letters correctly eg correct pencil hold, feel letter formation (paint / sand), trace over dotted letters, write each letter. Many fun, practical and sensory activities will be available at school, inside and outside, to provide practice in forming the letters correctly eg correct pencil hold, feel letter formation (paint / sand), trace over dotted letters, write each letter. Each lesson also contains revision of the letter sounds already learned. Each lesson also contains revision of the letter sounds already learned. The children will bring 5 sound sheets home every Friday from that week. Your child is then able to show you which sound has been learned each day and will have an opportunity to colour their sound sheet in and practice writing each sound. PLEASE USE A PENCIL. The children will bring 5 sound sheets home every Friday from that week. Your child is then able to show you which sound has been learned each day and will have an opportunity to colour their sound sheet in and practice writing each sound. PLEASE USE A PENCIL.

9. In English, there are 42 main sounds but only 26 letters to represent those sounds. So sometimes, two letters are put together to make a new sound eg ‘sh’, ‘ch’, ‘th’ and ‘ng’. These are called digraphs. In English, there are 42 main sounds but only 26 letters to represent those sounds. So sometimes, two letters are put together to make a new sound eg ‘sh’, ‘ch’, ‘th’ and ‘ng’. These are called digraphs. Digraphs are different from blends. A digraph has just one sound (eg sh in ship) whereas a blend has two or more sounds (eg st in stop). Digraphs are different from blends. A digraph has just one sound (eg sh in ship) whereas a blend has two or more sounds (eg st in stop).

10. The ‘oo’ and ‘th’ digraphs are initially introduced in two sizes. The children learn that they each make two sounds, as in ‘book’ and ‘moon’, ‘this’ and ‘thin’. The ‘oo’ and ‘th’ digraphs are initially introduced in two sizes. The children learn that they each make two sounds, as in ‘book’ and ‘moon’, ‘this’ and ‘thin’.

11. Order of Letter Sound Groups The letters are in groups of six. These groups have been carefully selected to help the learning. The letters are in groups of six. These groups have been carefully selected to help the learning. The first six letters can be used to make many simple words eg ‘pin’ and ‘sat’, so that letters can be easily turned into words. The first six letters can be used to make many simple words eg ‘pin’ and ‘sat’, so that letters can be easily turned into words. Letters that can be easily confused are not too close together, such as ‘b’ and ‘d’. Letters that can be easily confused are not too close together, such as ‘b’ and ‘d’. The ‘c’ is introduced early on, as it forms the template for writing the letters ‘a, d, o, g, q’. The ‘c’ is introduced early on, as it forms the template for writing the letters ‘a, d, o, g, q’.

12. The Letter Groups 1. s, a, t, i, p, n 2. c k, e, h, r, m, d 3. g, o, u, l, f, b 4. ai, j, oa, ie, ee, or 5. z, w, ng, v, little oo, long oo 6. y, x, ch, sh, voiced th, unvoiced th 7. qu, ou, oi, ue, er, ar

13. When the first three groups of letter sounds have been taught, the children also learn that the letters have names as well as sounds. They will learn both sounds and names through the alphabet using rhyme and song. When the first three groups of letter sounds have been taught, the children also learn that the letters have names as well as sounds. They will learn both sounds and names through the alphabet using rhyme and song. The children will bring home their own sound flip book every day so that you can help your child become fluent at knowing the letter sounds. The children will bring home their own sound flip book every day so that you can help your child become fluent at knowing the letter sounds.

14. We will also send home sets of sounds so that you can play the ‘Pairs Game’ at home with your child to reinforce their learning. We will also send home sets of sounds so that you can play the ‘Pairs Game’ at home with your child to reinforce their learning.

15. Basic skill 2 – Learning letter formation Letter formation is taught alongside the sounds. Arrows on the sound sheets show you how each sound is formed. Letter formation is taught alongside the sounds. Arrows on the sound sheets show you how each sound is formed. The children learn the ‘froggy legs’ grip. Your support is invaluable because you are in a good position to encourage correct formation and a good pencil hold at home too. The children learn the ‘froggy legs’ grip. Your support is invaluable because you are in a good position to encourage correct formation and a good pencil hold at home too. There are many stages of emergent writing starting with drawing, through to conventional writing. There are many stages of emergent writing starting with drawing, through to conventional writing.

16. Home / School Diaries We will provide the children with their own home / school diary. We will provide the children with their own home / school diary. You may be able to spot where in the writing stages, your child is now. We look for examples of this developmental writing in these books. The writing soon becomes more conventional and independent. You may be able to spot where in the writing stages, your child is now. We look for examples of this developmental writing in these books. The writing soon becomes more conventional and independent.

17. Basic skill 3 – Blending for reading Blending is saying the sounds in a word and then running them together to make the word eg c-a-t is cat. Blending is saying the sounds in a word and then running them together to make the word eg c-a-t is cat. The sounds must be said quickly to hear the word. The sounds must be said quickly to hear the word. Your child will bring home a word wallet. Please help your child at home to blend the sounds to read the words on their word lists. These lists are the stepping stone to individual reading books. Your child will bring home a word wallet. Please help your child at home to blend the sounds to read the words on their word lists. These lists are the stepping stone to individual reading books.

18. Alongside the word lists (CVC words), we will also send home a (levelled / coloured spot) reading book. Please listen to him / her regularly. Record reading time in the reading diary. Alongside the word lists (CVC words), we will also send home a (levelled / coloured spot) reading book. Please listen to him / her regularly. Record reading time in the reading diary. Children are rewarded for reading at home with our ‘reading stickers and bookmarks’. Children are rewarded for reading at home with our ‘reading stickers and bookmarks’. It is also important that your child understands what he / she has read. Talk about the story with your child (see reading letter). It is also important that your child understands what he / she has read. Talk about the story with your child (see reading letter). Tricky words – some words cannot be sounded out, or spelt correctly, by listening for the sounds. These ‘tricky’ words have to be learnt. CVC word lists will soon become tricky / key word lists. Tricky words – some words cannot be sounded out, or spelt correctly, by listening for the sounds. These ‘tricky’ words have to be learnt. CVC word lists will soon become tricky / key word lists.

19. Supporting your child with his / her reading Point to each word (magic finger) and encourage him / her to do the same. Point to each word (magic finger) and encourage him / her to do the same. Discuss the setting / characters – encourage your child to relate events to real-life experiences. Discuss the setting / characters – encourage your child to relate events to real-life experiences. Encourage sounding out of letters and learning to blend sounds – practice, practice, practice !!! Encourage sounding out of letters and learning to blend sounds – practice, practice, practice !!! Recap the story, encourage correct sequencing of the story. Recap the story, encourage correct sequencing of the story.

20. Some helpful ‘Vowel Rules’ 1. When two vowels go walking, the first does the talking. 2. If the short vowel sound does not give the word, try the long vowel sound. 3. If one way doesn’t work, try the other. 4. Shy ‘i’ and toughy ‘y’.

21. Basic skill 4 - Identifying the sounds in words – for writing It is essential that children can hear the individual sounds in words, especially for writing. It is essential that children can hear the individual sounds in words, especially for writing. Initially, we ask the children to listen carefully and say if they can hear a given sound in words. Initially, we ask the children to listen carefully and say if they can hear a given sound in words. Start with words that have three sounds in them eg “Is there a ‘s’ in ‘sun’ … ‘mouse’ … ‘dog’?” If so, where does it come? Start with words that have three sounds in them eg “Is there a ‘s’ in ‘sun’ … ‘mouse’ … ‘dog’?” If so, where does it come? Then we encourage the children to say the sounds they hear. Practise by saying a word like ‘hat’. Children respond by saying ‘h-a-t’ holding up a finger or pretending to be a robot, as they say each sound … ‘h-a-t’, ‘sh-i-p’, ‘ch-o-p’. Then we encourage the children to say the sounds they hear. Practise by saying a word like ‘hat’. Children respond by saying ‘h-a-t’ holding up a finger or pretending to be a robot, as they say each sound … ‘h-a-t’, ‘sh-i-p’, ‘ch-o-p’. Progress to more complicated words. Progress to more complicated words.

22. We write the letters on the board as the children say them. We write the letters on the board as the children say them. Children look at the word, say the sounds and blend them to read the word. Children look at the word, say the sounds and blend them to read the word. Children begin to understand how reading and writing work. Children begin to understand how reading and writing work. A few examples every day helps to develop this skill. A few examples every day helps to develop this skill. Once a child can hear the sounds in words, and knows one way of writing each sound, they can write independently. Once a child can hear the sounds in words, and knows one way of writing each sound, they can write independently. Initially, children will not spell accurately but their work can be read, eg … Initially, children will not spell accurately but their work can be read, eg …

23. ‘I went hors riedin that wos fun’

24. Most children by the end of their first year, should be able to write their own news and simple stories independently. Most children by the end of their first year, should be able to write their own news and simple stories independently. Accurate spelling develops gradually from reading books and from learning the alternative vowel sounds. Accurate spelling develops gradually from reading books and from learning the alternative vowel sounds.

25. Basic skill 5 – Tricky words When the majority of children know about 18 letter sounds and have been blending regular words, they can begin to learn tricky words. When the majority of children know about 18 letter sounds and have been blending regular words, they can begin to learn tricky words. Tricky words are words that cannot always be worked out by blending. Tricky words are words that cannot always be worked out by blending. They are introduced gradually and the children learn what is tricky about them eg ‘was’ has an /o/ sound in the middle instead of an /a/ sound. They are introduced gradually and the children learn what is tricky about them eg ‘was’ has an /o/ sound in the middle instead of an /a/ sound. The children learn 5 new tricky words each week as well as continually revising for reading and spelling. The children learn 5 new tricky words each week as well as continually revising for reading and spelling. Three spelling techniques are ‘LSCWC’, ‘Say it as it sounds’ eg ‘mother’ and ‘bother’, Mnemonics eg ‘people’. Three spelling techniques are ‘LSCWC’, ‘Say it as it sounds’ eg ‘mother’ and ‘bother’, Mnemonics eg ‘people’.

26. Conclusion Aims to achieve in the first term: Aims to achieve in the first term: 1. Read and write the 42 letter sounds 2. Form the letters correctly, holding their pencil in the tripod ‘froggy legs’ grip. 3. Blend regular words eg ‘leg’, ‘flag’ 4. Write simple regular words by listening for the sounds eg ‘bed’, ‘flat’, ‘ship’, ‘spoon’.

27. Finally … This all sounds like a great deal of work, but it does go in stages and spreads over a considerable period of time. This all sounds like a great deal of work, but it does go in stages and spreads over a considerable period of time. At home, remember little and often ! At home, remember little and often ! Your child may be tired after school but don’t worry. It’s better to leave it, than to push too hard. Your child may be tired after school but don’t worry. It’s better to leave it, than to push too hard. Remember, effort on your part, at this stage, is worth it. Remember, effort on your part, at this stage, is worth it. We will invite you to our Curriculum evening in November to inform you about the EYFS curriculum. We will invite you to our Curriculum evening in November to inform you about the EYFS curriculum.

28. So, Parent Expectations ! Practise sounds daily Practise sounds daily Play the ‘Sound Pairs Game’. Play the ‘Sound Pairs Game’. Read as often as possible and sign the diary (at least 3 times per week) Read as often as possible and sign the diary (at least 3 times per week) Practise writing their name using the name card in their book bag, encouraging correct pencil grip Practise writing their name using the name card in their book bag, encouraging correct pencil grip Practise cvc / tricky words daily Practise cvc / tricky words daily

29. Questions … … Thank you very much for coming. Thank you very much for coming.