jolly phonics word list

Slider WordsCan you say the sounds

and discover the word?

in Print Letters

sniprabbit

snackee

beepfaint

shadow

past

sit

jacket

Laurie Fyke

Elements

276 wordsthat can be sounded out

using the most common spelling for each sound.

The 42 letter sounds

Letters for the basic alphabet (short vowel sounds)

Digraphs for long vowel sounds ( ai, ee, ie,, oa,, ue)

Digraphs (ch, th, sh, ck, qu, oo, or, oi, ar, ou, er, ng, ck)

Blends (e.g. sc-, dr-, scr-, -nd, -nt sp)

Double letters (ss, zz, gg, ll, ff, bb)

Magic e (e.g. drive, vote, these)

Includes alternate sounding of /oo/ and /th/

s a t i p nc k e h r md g o u l fb ai j oa ie eeor z w ng v ooy x ch sh th qu

ou oi ue er ar

L. Fyke @ Primarily Learning and its licensors. All rights reserved.

DirectionsDirections for the activity: Print cards on 8 x 11 cover-stock. Take a piece of cover-stock 8 x 11 Use the template OR Hold the paper so that it sits tall in front of you. Fold the bottom almost one third up and the top one third down. (leaving room for sliders) Glue the top and bottom flaps together. Cut a half circle shape from each end. Cut the slider cards along the dotted line. Place about 10 Slider Cards into the holder right side up as it faces you. READING Place a green indicator on the left side facing you. The cards will be pulled

from this side for reading each sound and then blending to discover the word! Turn the holder towards the children and start to pull the word from the slider at the green indicator.

Use the colors to help determine how many letters you need to pull e.g. if the letter is red or blue just slide one letter; if the letter is purple or green there will be another letter needed to make the sound.

After the word is decoded, push it into the sleeve and start another word,SPELLING: Using the red mark on the right side facing you. Turn the holder towards the children pull the whole

word out of this side for spelling! Say the word then push the sounds in one at a time. Optional: Can you remember the sounds to record the word? Talk about double letters!

NOTE: All word cards indicate the grouping and sound that is being studiedin the right hand corner as a teacher reference.

Use the sound cards to practice new sounds and to review previously taught sounds.

Use 10 cards without the holder for READING THE WORD and SPELLING.Group Activity:

Reading 10 words: Show the card point to each letter and then sweep under the word.Say: Listen. (Teacher says each sound and then pushes the sounds together to say the word.) Say, Together (Teacher and students say each sound and then blend the sounds to discover the wordas previously modeled by the teacher.) Say, By Yourself. (Students do the activity by themselves.)

Spelling 10 words: Show a card Sweep under the word as you say it and then indicate each sound.Say: Listen. (Teacher says the word and then points to the letter(s) that make each sound and voices it.) Say, Together (Teacher and students say the word and then say each sound, as the teacher points to the letter(s) (segmenting the word) as previously modeled by the teacher.) Say, By Yourself. (Students do the activity by themselves.)

Blue letters- consonants - 1 soundper letter includes blends!

Purple letters double letters

Red letters- vowel sounds 1 sound per letter

Green letters digraphs if two digraphs are together the first is also underlined. this includes split digraphs. chime

L. Fyke @ Primarily Learning and its licensors. All rights reserved.

Reading Expectations

Kindergarten (Phonological Awareness & Phonics and Word Recognition) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in

three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does notinclude CVCs ending with /l/, /r/, or /x/.)

Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of one-to-one letter-sound correspondences by

producing the primary sound or many of the most frequent sounds for eachconsonant.

Associate the long and short sounds with the common spellings (graphemes) forthe five major vowels

Grade One (Phonological Awareness & Phonics and Word Recognition) Demonstrate understanding of spoken words and sounds (phonemes). Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds (phonemes), including

consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in

spoken single-syllable words. Segment spoken single-syllable words into their complete sequence of individual

sounds (phonemes). Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs. Decode regularly spelled one-syllable words. Know final -e and common vowel team conventions for representing long vowel

sounds.

Grade Two (Phonics and Word Recognition) Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable

words.

Grade Three (Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words.

L. Fyke @ Primarily Learning and its licensors. All rights reserved.

Reading Ecpectaions are from the Common Core Document.

Reading:Push the sounds together to discover the hidden word!

W riting:Can you say the sounds that are in each word?

L. Fyke @ Primarily Learning and its licensors. All rights reserved.

Glue

sit

pats

pastx

x

x

Group 1

Group 1

Group 1

pins

spins

snipn

n

n

Group 1

Group 1

Group 1

snap

pants

skipn

n

k

Group 1

Group 1

Group 2

cats

snack

stickc/k

c

c/k

Group 2

Group 2

Group 2

skin

task

cank

k

c

Group 2

Group 2

Group 2

test

ten

beste

e

e

Group 2

Group 2

Group 2

met

nest

insecte

e

e

Group 2

Group 2

Group 2

hiss

hat

hith

h

h

Group 2

Group 2

Group 2

hip

ran

riskr

h

r

Group 2

Group 2

Group 2

crack

crept

trickr

r

r

Group 2

Group 2

Group 2

trap

rest

trackr

r

r

Group 2

Group 2

Group 2

print

maps

stampm

r

m

Group 2

Group 2

Group 2

man

met

stemm

m

m

Group 2

Group 2

Group 2

scram

miss

dadm

m

d

Group 2

Group 2

Group 2

sad

end

dentd

d

d

Group 2

Group 2

Group 2

drinks

hid

redd

d

d

Group 2

Group 2

Group 2

sand

hand

sendd

d

d

Group 2

Group 2

Group 2

and

drip

eggd

d

g

Group 2

Group 2

Group 3

get

gasp

grimg

g

g

Group 3

Group 3

Group 3

grand

tag

pegsg

g

g

Group 3

Group 3

Group 3

dig

drops

noto

g

o

Group 3

Group 3

Group 3

dogs

mops

socko

o

o

Group 3

Group 3

Group 3

rock

honk

momo

o

o

Group 3

Group 3

Group 3

stop

lock

ducko

o

u

Group 3

Group 3

Group 3

truck

stuck

cupu

u

u

Group 3

Group 3

Group 3

pup

skunk

nutsu

u

u

Group 3

Group 3

Group 3

sun

gum

drumu

u

u

Group 3

Group 3

Group 3

mud

hug

pumpu

u

u

Group 3

Group 3

Group 3

let

luck

lampl

l

l

Group 3

Group 3

Group 3

milk

plums

plugl

l

l

Group 3

Group 3

Group 3

clink

tell

drilll

l

l

Group 3

Group 3

Group 3

slug

split

clockl

l

l

Group 3

Group 3

Group 3

still

helmet

helpl

l

l

Group 3

Group 3

Group 3

fuss

fan

frogf

f

f

Group 3

Group 3

Group 3

self

frost

flatf

f

f

Group 3

Group 3

Group 3

from

huff

grufff

f

f

Group 3

Group 3

Group 3

films

fins

giftf

f

f

Group 3

Group 3

Group 3

best

bump

blackb

b

b

Group 3

Group 3

Group 3

robin

crib

bandb

b

b

Group 3

Group 3

Group 3

rabbit