Teaching

Week1

Week2

Week3

Week4

Week5

Week6

Week7

Week8

Weeks

9–12

Letter

Recognition

•Sound

sheets

&actions

•Flashcards&games

•Sound

books

•Alphabetfrieze:putup

sectionby

section

sa

ti

pn

ck

eh

rm

dg

ou

lf

bai

joa

ieee

orz

wng

voo

oo

yx

chsh

thth

quou

oiue

erar

Continue

revising

letter

sounds

•Introduction

oflettersoundsandactionsthroughstories,atarateofonesoundaday

•Revisionoflettersoundsuntilthe

childrenknow

them

well

Learningthesoundsofthe

capitallettersinprepara-

tion

forreadingbooks

Letter

Formation

•Multisensorypractice:

-pencilhold

-correctformation

•Feelingthelettershapes:airwriting

/groovedlettersintheFingerPhonicsbooks

•Joiningdigraphsandwordsintheair

(onlyforschoolswithan

earlyjoined-handwriting

policy)

•Neatletter-formationpractice:sound

sheets,dry-wipeboards,linedpaper

Blending

•Hearing

thewordafter

thesoundshavebeen

spoken

bythe:

a)teacherb)children

•Lettergames/activities

•Wordboxes

•Auralblending:

-adultsayssounds

inword

-childrenidentifyword

•Blendingwordswith:

-initialconsonantblends

egstopandflag

-doublelettersegduckandhill

•Wordboxes/strips:forchildrenwho

canblend

andknow

mostlettersounds

•RedJPReaders:forchildrenwho

canblend

wordboxesandknow

thefirst12

tricky

words

•Blendingsimplewordsthatusetheknownlettersounds,including

wordswithdigraphs

Identifying

Sounds

inWords

•Encodingregularwords

•Writing

simplesentences

•Dictation

Identifyingsounds

inwords:Istherea

/s/innest?Isitat

thebeginning,the

middleortheend?

•Dictation

oflettersoundsand

simpleregularwords

•Dictation

oflettersoundsandsimpleregularwordswithdigraphs

•Countingthesounds:

-Teachercallsoutsimplewordsegdog,clap,sheep

-Classrespondswithindividualsounds,holding

upafingerforeachsound:

/d-o-g/(3sounds,3

fingers);/c-l-a-p/(4sounds,4

fingers);/sh-ee-p/(3sounds,3

fingers)

Tricky

Words

•Readingtricky

words

•Learningthespelling

oftricky

words

Learning

towrite

firstname

Learningtoread

andspellthe

first

12tricky

words:I,the,he,she,

me,we,be,was,to,do,are,all

SuggestedTimetable:first12

weeks

ofJollyPhonics

Week:

1314

1516

1718

1920

2122

2324

Letter

Recognition

•Revisionofthe42

lettersounds,plusthealternativesthathavebeen

taught

•Teachingthe‹y›spelling

forthe/ee/sound

•Revisionoftheshortvowels

•Teachingthat,insomewordswithshortvowels,

theconsonantisdoubled,or‹ck›isused

•Teaching‘magic‹e›’:

a_e,e_e,i_e,o_e,u_e

Teach‹ay›

for/ai/&

‹oy›for/oi/

Teach‹ea›

forthe

/ee/sound

Teach‹y›

forthe

/ie/sound

Teach‹ow›

forthe

/oa/sound

Teach‹ir›&

‹ur›forthe

/er/sound

Teach‹ew›

for/ue/

&/oo/

•Teaching‹ue›and‹u_e›

forthelong

/oo/sound

Letter

Formation

•Revisionofthelower-caseletters,plusthecapitallettersthathavebeen

taught

•Introductionoftheletternam

esthrough

reciting/singingthealphabet

Teaching

capitals:

SATIPN

Teaching

capitals:

CKEHRMD

Teaching

capitals:

GOULFB

•Capital

J

•Revising

digraphs:

ai,ee,ie,

oa,ue

•Capitals:

ZW

V

•Revising

digraphs:

ng,oo

•Capitals:

YXQ

•Revising

digraphs:

ch,sh,th

•Revision:

-alphabet

-capitals

•Revision:

-capitals

Ato

M

-formation

b&d

Revision:

capitals

Nto

Z

Revision:

caterpillar

/ck/letters

cadogq

Revision:

tallletters

bdhklt

Revision:

letters

withtails

fgjp

qy

Blending/

Reading

•Reading

words,phrasesandsentencesasfrequentlyaspossible,and

usingblending

forunknownwords

•Blendingwordswith

‹y›forthe/ee/sound

Blending

words

with‹ck›

Revision:

double

letters&

‹ck›words

Blendingwords

with

‘magic‹e›’

Sufficientteaching

nowcoveredforchildrentostartreadingJollyPhonics

Readers,yellowlevel.Onlygivetoconfidentreadersatthisstage.

•Blendingwordswith

doubleletters

Com

prehending

sentences

Blend

‹ay›&

‹oy›words

Blend

‹ea›

words

Blend

‹y›as

/ie/words

Blend

‹ow›

as/oa/words

Blend

‹ir›&

‹ur›words

Blend

‹ew›

words

Identifying

Sounds

inWords

/Writing

•Callingoutsounds

ingivenwords

andholdingupafingerforeach

sound•Writingwords

andsentencesfrom

dictation

•Modellingthewritingofsentenceswiththechildren

•Encouragingindependentwriting

Doubling

rulefor

words

ending

in‹y›as/ee/

Identifying

short

vowelsin

words

Short

vowel&

‹ck›rule

Spelling

wordswith

double

letters

Spelling

wordswith

‘magic‹e›’:

a_e,e_e,i_e,

o_e,u_e

Spelling/ai/

&/oi/words

usingcorrect

alternative

Writing‹b›

&‹d›words

usingcorrect

formation

Spelling

wordsthat

usedigraphs

Spelling

‹ir›and

‹ur›words

Spelling

‹ew›

words

Tricky

Words

•Revision:readingandspellingthetricky

words

thathavebeen

taught

•Joiningtricky

words(onlyforschoolswithan

earlyjoined-handwriting

policy)

Teach:

you

your

Teach:

come

some

Teach:

said

here

there

Teach:

they

Teach:

go no so

Teach:

my

one

by

Teach:

only

old

Teach:

like

have

Teach:

livegive

Teach:

little

down

Teach:

what

when

why

Teach:

where

who

which

SuggestedTimetable:w

eeks

13–24ofJollyPhonics

Week:

2526

2728

2930

3132

3334

3536

Letter

Recognition

•Revisionofthe42

lettersounds,plusthealternativesthathavebeen

taught

•Ifletter-soundknowledgesecure,introduceothercommon

spellingpatternsforreadingeg

‹ph›for/f/,soft‹c›and‹g›,‹ear›,‹air›and‹are›for/air/

Teach‹ow›

forthe

/ou/sound

Teach‹igh›

forthe

/ie/sound

Teach‹aw›

forthe

/or/sound

Revise/ai/as

‹ai›,‹ay›,‹a_e›

Revise:

/ee/as

‹ee›,‹ea›,

‹e_e›

Revise:

/ie/as

‹ie›,‹y›,‹igh›,

‹i_e›

Revise:

/oa/as

‹oa›,‹ow›,

‹o_e›

Revise:

/ue/&/oo/

as‹ue›,‹ew›,

‹u_e›

Teach‹au›

and‹al›

forthe

/or/sound

Revise:

/oa/&/ou/

as‹ow›

Revise:

/er/as

‹er›,‹ir›,‹ur›

Revise:

/or/as

‹aw›,‹au›,

‹al›

Teach‹wh›

for/w/sound

Letter

Formation

•Revisionofthelower-caseandcapitalletters,encouragingneatandaccuratehandw

riting

Revisionofthealphabetin4colour-codedgroups:

•Aa–Ee(red)

•Ff–Mm(yellow)

•Nn–Ss(green)

•Tt–Zz

(blue)

Matching

capitalsto

lower-case

letters

Revising

digraphs:

oa,ng

Revising

digraphs:

oo,or

Revising

digraphs:

ie,ee,ue

Revising

digraphs:

sh,ch,th

Revising

digraphs:

er,ar,ai

Revising

digraphs:

oi,ou

Revising:

digraph:

qu

Blending/

Reading

•Reading

words,phrasesandsentencesasfrequentlyaspossible(using

blending

forunknownwords),anddeveloping

thechildren’scomprehension

skills

•Fluentreaderswho

havefinishedtheyellowJollyPhonicsReaderscanstartthegreenlevel

Blending

wordswith

‹ow›forthe

/ou/sound

Blending

wordswith

‹igh›forthe

/ie/sound

Blending

wordswith

‹aw›forthe

/or/sound

Blending

wordswith

‹wh›and

alternatives

for/ai/

Blending

wordswith

alternative

spellings

for/ee/

Blending

wordswith

alternative

spellings

for/ie/

Blending

wordswith

alternative

spellings

for/oa/

Blending

wordswith

alternative

spellings

for/ue/

Blending

wordswith

‹au›and

‹al›for/or/

Blending

wordswith

‹ow›as/oa/

and/ou/

Blending

wordswith

alternative

spellings

for/er/

Blending

wordswith

alternative

spellings

for/or/

Identifying

Sounds

inWords

/Writing

•Teachingtheshortandlongvowelsounds,w

ithregularrevision

•Callingoutsounds

ingivenwords

andholdingupafingerforeach

sound

•Writinglongerwords

andsentencesfrom

dictation

•Writingindependentlyon

achosen

them

e

Tricky

Words

•Revision:readingandspellingthetricky

words

thathavebeen

taught

•Joiningtricky

words(onlyforschoolswithan

earlyjoined-handwriting

policy)

Teach:

any

many

Teach:

more

before

Teach:

other

were

Teach:

because

want

Teach:

saw

put

Teach:

could

should

would

Teach:

right

two

four

goes

Teach:

does

made

their

Teach:

once

upon

always

Teach:

also of

eight

Teach:

love

cover

after

Teach:

every

mother

father

SuggestedTimetable:w

eeks

25–36ofJollyPhonics