+ 4 s
e g A
Jolly Phonics Workbooks
are perfect for practising phonics skills Covering the 42 letter sounds of English, these books provide a wealth of material for children to practise their reading and writing skills. Each sound is presented with a simple story and action, a letter formation guide and a section for writing practice. Engaging exercises and fun activities allow children to apply their phonic knowledge in reading and spelling regular words, as well as some ‘tricky’ words with irregular spellings.
LETTER SOUND GROUP
ISBN
1 s a t i p n
978-1-84414-651-2 JL6512
2 c k e h r m d
978-1-84414-652-9 JL6529
3 g o u l f b
978-1-84414-653-6 JL6536
4 ai j oa ie ee or
978-1-84414-654-3 JL6543
5 z w ng v oo oo
978-1-84414-655-0 JL6550
6 y x ch sh th th
978-1-84414-656-7 JL6567
7 qu ou oi ue er ar
978-1-84414-657-4 JL6574
Pack of all 7 Workbooks 978-1-84414-658-1 JL6581
Each of the seven books helps children develop their phonic skills further, moving from simple letter-sound recognition and letter formation early on to reading sentences and writing short phrases in the later books.
W
k o o b k b f r l u oo
3
g
To see the full range of Jolly Phonics products, visit our website at www.jollylearning.co.uk © Sue Lloyd, Sara Wernham, Christopher Jolly 2020 (text) © Lib Stephen 2020 (illustrations) Additional illustrations by Yoana Gurriz Muñoz Printed in China. All rights reserved. Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK Tel: +44 20 8501 0405 Fax: +44 20 8500 1696 82 Winter Sport Lane, Williston, VT 05495, USA Tel: 1-800-488-2665 Fax: (802) 864-7626
www.jollylearning.co.uk info@jollylearning.co.uk
JL6536_WBK3_outer_cover_BEpc.indd 2
ISBN 978-1-84414-653-6
ËxHSLIOEy146536z Reference: JL6536
Sue Lloyd and Sara Wernham 10/05/2020 12:15 pm
JL6536_WBK3_outer_cover_BEpc.indd 3
JL88_UK_Book3_Cover_F.pdf
Illustrations by Lib Stephen 420 x 230 mm
10/05/2020 12:15 pm
Checklist
Further guidance Pages 2–13: Letter sounds
The Jolly Phonics Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.
Remember to introduce each letter by its sound, not its name: ‹o› is pronounced as the /o/ in ‘hot’, not the /oa/ in ‘goat; ‹u› is pronounced like the /u/ in ‘umbrella’, not /yoo/; and ‹f› is /fff/, not /ef/. There is an action to help the children remember each sound more easily. When each sound is introduced its capital letter is shown on the page. Children need to recognise capital letters and say the sounds they make, especially when reading words that come at the beginning of a sentence.
Reading
Recognises the third group of letter sounds: g, o, u, l, f, b Can blend simple words that use the letter sounds taught so far
Page 13: The letter ‹b›
Blending is an essential skill for reading. To read words, the sounds of the letters are blended together from left to right. Some children find it easier at first to hear the word if someone else says the sounds. Sample words include if, sun, dog, bus, fit, frog.
It is important that children learn the correct formation for ‹b›, as it will help avoid confusion between the letters ‹b› and ‹d›. The letter ‹d› starts with a ‘caterpillar ‹c›’, and not at the top like ‹b›.
Pages 14, 17, 18: Listening for sounds
Knows that when two letters next to each other make the same sound, the sound is said only once
p.14: To spell, children need to be able to hear all the sounds in words. This requires practice. The child says the word for each picture and listens for the letter sound shown on the left. If the child has difficulty hearing the sound, say the word for them and emphasise the sound. Answers: o: sock [✓] kite [✗] dog [✓] b: hand [✗] umbrella [✓] crab [✓]; g: frog [✓] house [✗] plug [✓]; m: drum [✓] lamp [✓] hill [✗]; u: sun [✓] cup [✓] cat [✗]; f: rabbit [✗] flower [✓] jellyfish [✓] p.18: The child has to say the word, listen for the middle sound and write it in. (Answers: bag, hen, bus, dog, cap, rug, mug, pin, sun.)
For example, ‘hill’ is /h-i-l/ not /h-i-l-l/. This applies to doubled consonants in general. Other examples include egg, duck, rabbit, carrot, kitten and fluff.
Can hear simple rhymes Can recognise the numerals 1–3
Writing
Page 15: Anagrams
Holds a pencil correctly
Correct pencil hold is important. The ‘tripod’ grip is recommended. The pencil is held between the thumb and the first finger, with the third finger providing support underneath the pencil. The hand should rest on the table. Writing becomes easier and more fluent when the pencil is held correctly. Early guidance helps to prevent bad habits developing.
Games and puzzles are a fun way to help children practise reading and writing. Anagrams can help as the mixed-up letters give a clue to the spelling. As the word for each picture is said, the child listens for the sounds and looks at the letters, then writes them in the correct order on the lines. Using magnetic letters the child can try to make the word, check it by blending it and, if right, then write the word in. (Answers: mug, hat, net, sun, dog, ant, pen, pin, pot.)
Page 16: Handwriting practice Left-handed grip
Exercises like this are useful as children gain fluency in handwriting.
Right-handed grip
Page 17: Revision of letter sounds
It is important to keep on revising all the known letter sounds rather than concentrating just on the new set. Activities like this ensure that the children revise all the letter sounds they have learned.
Can form correctly the letters for the third group: g, o, u, l, f, b
It is important that children form the letters correctly; this prevents problems developing when they move to joined-up (cursive) writing.
Page 19: Rhymes
Read a word in the ‘logs’, then find a picture of something that rhymes with it in the ‘frogs’. (Answers: fun/sun, red/bed, mat/cat, leg/egg, grab/crab, log/dog.) Point out rhymes in stories and poems.
Can write the letters for the sounds when they are called out (dictated)
Writing the correct letter on hearing a sound is a different skill from just being able to form the letters correctly. Children need to be quick and confident at letter formation.
Pages 20/21, 22: Blending
Children need lots of practice blending words. They should say each sound and then blend them together to hear the word. In these Workbooks, dots underneath the letters indicate how many sounds there are; for example, the word ‘rabbit’ has six letters but only five sounds. This is because there are two letters making the same sound next to each other (‹bb›), so the sound is only said once.
Can hear all the sounds in simple regular words
Sample words include in, on, red, hop, cat, fun and ant.
Can form the numerals 1–3
JL6536_WBK3_inside_cover_BEpc.indd 2
10/05/2020 8:55 am
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JL88_UK_Book3_Cover_B.pdf
420 x 230 mm
10/05/2020 8:55 am
Write your name:
1 JL6536_WBK3_layout_BEpc.indd 1
09/05/2020 5:38 pm
The sink was blocked. Now it is fixed and the water runs away making a glugging, gurgling sound, g, g, g, g.
2 JL6536_WBK3_layout_BEpc.indd 2
Gg
Action: Move your hand in a downward spiral like water gurgling down a drain, and say g, g, g, g.
09/05/2020 5:38 pm
g g ggg g ggg g gg Write in the missing letter, starting from the dot.
rin ma net sta
di 3
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Put the feathers on the parrots.
16 JL6536_WBK3_layout_BEpc.indd 16
09/05/2020 5:38 pm
Checklist
Further guidance Pages 2–13: Letter sounds
The Jolly Phonics Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.
Remember to introduce each letter by its sound, not its name: ‹o› is pronounced as the /o/ in ‘hot’, not the /oa/ in ‘goat; ‹u› is pronounced like the /u/ in ‘umbrella’, not /yoo/; and ‹f› is /fff/, not /ef/. There is an action to help the children remember each sound more easily. When each sound is introduced its capital letter is shown on the page. Children need to recognise capital letters and say the sounds they make, especially when reading words that come at the beginning of a sentence.
Reading
Recognises the third group of letter sounds: g, o, u, l, f, b Can blend simple words that use the letter sounds taught so far
Page 13: The letter ‹b›
Blending is an essential skill for reading. To read words, the sounds of the letters are blended together from left to right. Some children find it easier at first to hear the word if someone else says the sounds. Sample words include if, sun, dog, bus, fit, frog.
It is important that children learn the correct formation for ‹b›, as it will help avoid confusion between the letters ‹b› and ‹d›. The letter ‹d› starts with a ‘caterpillar ‹c›’, and not at the top like ‹b›.
Pages 14, 17, 18: Listening for sounds
Knows that when two letters next to each other make the same sound, the sound is said only once
p.14: To spell, children need to be able to hear all the sounds in words. This requires practice. The child says the word for each picture and listens for the letter sound shown on the left. If the child has difficulty hearing the sound, say the word for them and emphasise the sound. Answers: o: sock [✓] kite [✗] dog [✓] b: hand [✗] umbrella [✓] crab [✓]; g: frog [✓] house [✗] plug [✓]; m: drum [✓] lamp [✓] hill [✗]; u: sun [✓] cup [✓] cat [✗]; f: rabbit [✗] flower [✓] jellyfish [✓] p.18: The child has to say the word, listen for the middle sound and write it in. (Answers: bag, hen, bus, dog, cap, rug, mug, pin, sun.)
For example, ‘hill’ is /h-i-l/ not /h-i-l-l/. This applies to doubled consonants in general. Other examples include egg, duck, rabbit, carrot, kitten and fluff.
Can hear simple rhymes Can recognise the numerals 1–3
Writing
Page 15: Anagrams
Holds a pencil correctly
Correct pencil hold is important. The ‘tripod’ grip is recommended. The pencil is held between the thumb and the first finger, with the third finger providing support underneath the pencil. The hand should rest on the table. Writing becomes easier and more fluent when the pencil is held correctly. Early guidance helps to prevent bad habits developing.
Games and puzzles are a fun way to help children practise reading and writing. Anagrams can help as the mixed-up letters give a clue to the spelling. As the word for each picture is said, the child listens for the sounds and looks at the letters, then writes them in the correct order on the lines. Using magnetic letters the child can try to make the word, check it by blending it and, if right, then write the word in. (Answers: mug, hat, net, sun, dog, ant, pen, pin, pot.)
Page 16: Handwriting practice Left-handed grip
Exercises like this are useful as children gain fluency in handwriting.
Right-handed grip
Page 17: Revision of letter sounds
It is important to keep on revising all the known letter sounds rather than concentrating just on the new set. Activities like this ensure that the children revise all the letter sounds they have learned.
Can form correctly the letters for the third group: g, o, u, l, f, b
It is important that children form the letters correctly; this prevents problems developing when they move to joined-up (cursive) writing.
Page 19: Rhymes
Read a word in the ‘logs’, then find a picture of something that rhymes with it in the ‘frogs’. (Answers: fun/sun, red/bed, mat/cat, leg/egg, grab/crab, log/dog.) Point out rhymes in stories and poems.
Can write the letters for the sounds when they are called out (dictated)
Writing the correct letter on hearing a sound is a different skill from just being able to form the letters correctly. Children need to be quick and confident at letter formation.
Pages 20/21, 22: Blending
Children need lots of practice blending words. They should say each sound and then blend them together to hear the word. In these Workbooks, dots underneath the letters indicate how many sounds there are; for example, the word ‘rabbit’ has six letters but only five sounds. This is because there are two letters making the same sound next to each other (‹bb›), so the sound is only said once.
Can hear all the sounds in simple regular words
Sample words include in, on, red, hop, cat, fun and ant.
Can form the numerals 1–3
JL6536_WBK3_inside_cover_BEpc.indd 2
10/05/2020 8:55 am
JL6536_WBK3_inside_cover_BEpc.indd 3
JL88_UK_Book3_Cover_B.pdf
420 x 230 mm
10/05/2020 8:55 am
+ 4 s
e g A
Jolly Phonics Workbooks
are perfect for practising phonics skills Covering the 42 letter sounds of English, these books provide a wealth of material for children to practise their reading and writing skills. Each sound is presented with a simple story and action, a letter formation guide and a section for writing practice. Engaging exercises and fun activities allow children to apply their phonic knowledge in reading and spelling regular words, as well as some ‘tricky’ words with irregular spellings.
LETTER SOUND GROUP
ISBN
1 s a t i p n
978-1-84414-651-2 JL6512
2 c k e h r m d
978-1-84414-652-9 JL6529
3 g o u l f b
978-1-84414-653-6 JL6536
4 ai j oa ie ee or
978-1-84414-654-3 JL6543
5 z w ng v oo oo
978-1-84414-655-0 JL6550
6 y x ch sh th th
978-1-84414-656-7 JL6567
7 qu ou oi ue er ar
978-1-84414-657-4 JL6574
Pack of all 7 Workbooks 978-1-84414-658-1 JL6581
Each of the seven books helps children develop their phonic skills further, moving from simple letter-sound recognition and letter formation early on to reading sentences and writing short phrases in the later books.
W
k o o b k b f r l u oo
3
g
To see the full range of Jolly Phonics products, visit our website at www.jollylearning.co.uk © Sue Lloyd, Sara Wernham, Christopher Jolly 2020 (text) © Lib Stephen 2020 (illustrations) Additional illustrations by Yoana Gurriz Muñoz Printed in China. All rights reserved. Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK Tel: +44 20 8501 0405 Fax: +44 20 8500 1696 82 Winter Sport Lane, Williston, VT 05495, USA Tel: 1-800-488-2665 Fax: (802) 864-7626
www.jollylearning.co.uk info@jollylearning.co.uk
JL6536_WBK3_outer_cover_BEpc.indd 2
ISBN 978-1-84414-653-6
ËxHSLIOEy146536z Reference: JL6536
Sue Lloyd and Sara Wernham 10/05/2020 12:15 pm
JL6536_WBK3_outer_cover_BEpc.indd 3
JL88_UK_Book3_Cover_F.pdf
Illustrations by Lib Stephen 420 x 230 mm
10/05/2020 12:15 pm