+ 4 s
e g A
Jolly Phonics Workbooks
k o o b k r th h ocs
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.
Wy
th
x
6
h
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
JL6570_WBK6_outer_cover_BEpc.indd 2
ISBN 978-1-84414-656-7
ËxHSLIOEy146567z Reference: JL6567
Sue Lloyd and Sara Wernham 10/05/2020 12:12 pm
JL6570_WBK6_outer_cover_BEpc.indd 3
JL88_UK_Book6_Cover_F.pdf
Illustrations by Lib Stephen 420 x 230 mm
10/05/2020 12:12 pm
Checklist
Further guidance Pages 2–11: Letter sounds
The Jolly Phonics Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.
Learning the letter sounds is the first step in reading, so it is important that children learn the sounds that are written as digraphs, as well as those represented by single letters. When the letter ‹x› is said there are actually two sounds: /k/ and /s/. The children need to respond to the letter ‹x› when they see it in a word, however, so they learn it as ‘one’ sound, /ks/.
Reading
Recognises the sixth group of letter sounds: y, x, ch, sh, th, th Can blend simple words and phrases that use the letter sounds taught so far
Pages 7, 9, 11, 16, 19: Joined-up (cursive) handwriting.
Correct letter formation will help when transferring to joined-up handwriting.
Blending is an essential skill for reading. To read words, the sounds of the letters are blended together from left to right. Plenty of practice is needed to blend words with single letters and digraphs in them. Sample words include yak, box, chin, fish, three and bench.
Page 12: Tricky words
Some frequently used words, needed to make sentences, are ‘tricky’. ‘Tricky words’ are either irregular or use phonic knowledge that has not yet been taught. If the words he, me, she, we, be, the were written according to the letter sounds taught so far, they should all end with ‹ee›. The word ‘the’ is usually pronounced with a swallowed vowel sound (a schwa) so the ‹e› sounds more like /uh/. ‘The’ with a capital has been included because it occurs so often at the beginning of sentences. The children should be told to look for the ‘tricky’ bit, as that is the bit they will need to remember.
Can read consonant blends fluently
Practising consonant blends helps children to read and spell words that contain them.
Can read the tricky words he, me, she, we, be and the/The
Some words are ‘tricky’; that is, they are irregular or use phonic knowledge not yet taught.
Can read and understand words using the letter sounds learned so far Can recognise the numerals 1–6
Page 13: Anagrams
As the word for the picture is said, the child listens for the sounds and looks at the letters, then writes them in the correct order on the lines. The lines for the digraphs are slightly longer. (Answers: cat, fish, goat, rabbit, fox, crab, snail, parrot, chicken.)
Writing
Pages 14/15: Consonant blends
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.
Blending skills for reading can be improved when consonant blends are practised on their own. When blending words, encourage the child to say the blend, followed by the individual sounds, as in /cr-a-b/ and /fl-a-g/. Hearing the sounds in a blend is also important for writing. Say a blend, such as /cr/ and ask the child to say the individual sounds, /c/ /r/. With this type of practice a child is less likely to write, for example, ‘fog’ instead of ‘frog’. Left-handed grip
Page 18: Reading and comprehension
Right-handed grip
It is important that children understand the words that they are reading. Here the child reads the sentence, looks at the picture and decides if it is true or false. There is a faint ‹t› in ‘hatch’ and a faint ‹e› in ‘have’ to indicate that they are not sounded in these words, although they are needed to spell them.
Can form correctly the letters for the sixth group of sounds: y, x, ch, sh, th, th It is important that children form the letters correctly; this prevents problems developing when they move to joined-up (cursive) writing.
Page 20: Simple sentences
The child should read the sentences, decide which picture they go with and copy the sentence on the lines underneath the picture.
Can write digraphs using joined-up (cursive) writing Can write the letters for the sounds when they are called out (dictated) Can hear the sounds in consonant blends
Page 22: Writing phrases
Once children understand how to sound out and write words and have learned some tricky words, they can start to write simple phrases. Talk about the things in the picture. Dictate short phrases such as ‘a big pond’, ‘ducks swimming’, ‘a man sweeping’, ‘a floating boat’, ‘a dog with a stick’, ‘a cat up a tree’. Make sure to use only regular words with the sounds that the child has learnt.
Listening for the individual sounds in consonant blends helps children to write them.
Can write the tricky words he, she, me, we, be and the/The Can form the numerals 1–6
JL6567_WBK6_inside_cover_BEpc.indd 2
10/05/2020 8:52 am
JL6567_WBK6_inside_cover_BEpc.indd 3
JL88_UK_Book6_Cover_B.pdf
420 x 230 mm
10/05/2020 8:52 am
Write your name:
1 JL6802_WBK6_layout_AEPrint.indd 1
10/05/2020 3:27 pm
Bee, Inky, and Snake decide to go on a picnic. Inky is eating some yummy, yellow yogurt, y, y, y, yum!
2 JL6802_WBK6_layout_AEPrint.indd 2
Yy
Action: Pretend to eat yogurt from a spoon, saying y, y, y, y.
10/05/2020 3:27 pm
yum yum yum yum y y y yy y y y y yy y
P es
ell
ak am
3 JL6802_WBK6_layout_AEPrint.indd 3
10/05/2020 3:27 pm
Say the word for each picture, listen for the sounds, and write the letters on the lines.
sh ch th eep
mo
ree
eese
ink
ip
ick
ell
op
16 JL6802_WBK6_layout_AEPrint.indd 16
10/05/2020 3:27 pm
Checklist
Further guidance Pages 2–11: Letter sounds
The Jolly Phonics Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.
Learning the letter sounds is the first step in reading, so it is important that children learn the sounds that are written as digraphs, as well as those represented by single letters. When the letter ‹x› is said there are actually two sounds: /k/ and /s/. The children need to respond to the letter ‹x› when they see it in a word, however, so they learn it as ‘one’ sound, /ks/.
Reading
Recognises the sixth group of letter sounds: y, x, ch, sh, th, th Can blend simple words and phrases that use the letter sounds taught so far
Pages 7, 9, 11, 16, 19: Joined-up (cursive) handwriting.
Correct letter formation will help when transferring to joined-up handwriting.
Blending is an essential skill for reading. To read words, the sounds of the letters are blended together from left to right. Plenty of practice is needed to blend words with single letters and digraphs in them. Sample words include yak, box, chin, fish, three and bench.
Page 12: Tricky words
Some frequently used words, needed to make sentences, are ‘tricky’. ‘Tricky words’ are either irregular or use phonic knowledge that has not yet been taught. If the words he, me, she, we, be, the were written according to the letter sounds taught so far, they should all end with ‹ee›. The word ‘the’ is usually pronounced with a swallowed vowel sound (a schwa) so the ‹e› sounds more like /uh/. ‘The’ with a capital has been included because it occurs so often at the beginning of sentences. The children should be told to look for the ‘tricky’ bit, as that is the bit they will need to remember.
Can read consonant blends fluently
Practising consonant blends helps children to read and spell words that contain them.
Can read the tricky words he, me, she, we, be and the/The
Some words are ‘tricky’; that is, they are irregular or use phonic knowledge not yet taught.
Can read and understand words using the letter sounds learned so far Can recognise the numerals 1–6
Page 13: Anagrams
As the word for the picture is said, the child listens for the sounds and looks at the letters, then writes them in the correct order on the lines. The lines for the digraphs are slightly longer. (Answers: cat, fish, goat, rabbit, fox, crab, snail, parrot, chicken.)
Writing
Pages 14/15: Consonant blends
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.
Blending skills for reading can be improved when consonant blends are practised on their own. When blending words, encourage the child to say the blend, followed by the individual sounds, as in /cr-a-b/ and /fl-a-g/. Hearing the sounds in a blend is also important for writing. Say a blend, such as /cr/ and ask the child to say the individual sounds, /c/ /r/. With this type of practice a child is less likely to write, for example, ‘fog’ instead of ‘frog’. Left-handed grip
Page 18: Reading and comprehension
Right-handed grip
It is important that children understand the words that they are reading. Here the child reads the sentence, looks at the picture and decides if it is true or false. There is a faint ‹t› in ‘hatch’ and a faint ‹e› in ‘have’ to indicate that they are not sounded in these words, although they are needed to spell them.
Can form correctly the letters for the sixth group of sounds: y, x, ch, sh, th, th It is important that children form the letters correctly; this prevents problems developing when they move to joined-up (cursive) writing.
Page 20: Simple sentences
The child should read the sentences, decide which picture they go with and copy the sentence on the lines underneath the picture.
Can write digraphs using joined-up (cursive) writing Can write the letters for the sounds when they are called out (dictated) Can hear the sounds in consonant blends
Page 22: Writing phrases
Once children understand how to sound out and write words and have learned some tricky words, they can start to write simple phrases. Talk about the things in the picture. Dictate short phrases such as ‘a big pond’, ‘ducks swimming’, ‘a man sweeping’, ‘a floating boat’, ‘a dog with a stick’, ‘a cat up a tree’. Make sure to use only regular words with the sounds that the child has learnt.
Listening for the individual sounds in consonant blends helps children to write them.
Can write the tricky words he, she, me, we, be and the/The Can form the numerals 1–6
JL6567_WBK6_inside_cover_BEpc.indd 2
10/05/2020 8:52 am
JL6567_WBK6_inside_cover_BEpc.indd 3
JL88_UK_Book6_Cover_B.pdf
420 x 230 mm
10/05/2020 8:52 am
+ 4 s
e g A
Jolly Phonics Workbooks
k o o b k r th h ocs
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.
Wy
th
x
6
h
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
JL6570_WBK6_outer_cover_BEpc.indd 2
ISBN 978-1-84414-656-7
ËxHSLIOEy146567z Reference: JL6567
Sue Lloyd and Sara Wernham 10/05/2020 12:12 pm
JL6570_WBK6_outer_cover_BEpc.indd 3
JL88_UK_Book6_Cover_F.pdf
Illustrations by Lib Stephen 420 x 230 mm
10/05/2020 12:12 pm