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Part 3 – Guidance for teaching

This section is about the importance of initially avoiding letter names and following the Steps 1-5 systematically.

Part 3: Guidance for teaching

 

Take care that only the letter sounds are used in the early steps and not the letter names. For example, the name for ‹s› is ess but its sound is /s/. If you teach the letter names at the same time as the letter sounds, then some children will muddle them up and this can cause blending problems. These children will see the letter and not be sure whether to say ess or /s/. They will dither instead of saying the sound confidently. Take the word sun, for example: if children say /ess-u-n/, they will not be able to hear the word after it has been blended; whereas, if the sounds are used, the word can be heard: /s-u-n/, sun.

 

The alphabetic code is based on the sounds only. It is best to avoid letter names for at least the first two steps of teaching reading and writing, and, even then, care should be taken to avoid muddling the children. Remember: the letter names are only needed as a grown-up way of speaking about the letters or when using materials that are organised in alphabetical order, such as a dictionary.

 

In conclusion, there is a simple Overview Chart that you can download, which provides the necessary guidelines and helps you see at a glance what is taught in each of the steps. And that concludes the overview of the step-by-step teaching.

 

However, for teachers who would like more details about actually using Jolly Phonics in the classroom – with the storyline, actions, songs and so on – there are two types of courses available. One is an online-training course and the other is a day course, provided by an experienced Jolly Phonics trainer. Information about these courses can be found by scrolling down to the bottom of the Overview – Part 3 and clicking on the Links.

  • Overview Chart

    This chart provides a simple overview of the teaching in Steps 1 - 6.

  • Letter sounds in Steps 1 - 5.

    This provides a simple guide to the letter sounds that are taught in Steps 1 - 5

  • Word Bank for Steps 1 - 5

    Words are in squares for the children to use for blending practice. They are in the same order that is used for teaching the letter sounds. As each new letter sound is taught more words that use the new letter sound, and the previously taught ones, become available.

  • Word Bank for Steps 1 - 5- print letters

    Words are in squares for the children to use for blending practice. They are in the same order that is used for teaching the letter sounds. As each new letter sound is taught more words that use the new letter sound, and the previously taught ones, become available.

  • Teachers' Word Bank for Steps 1 - 5

    Lists of words are downloadable, in the order that is used for teaching the letter sounds. This is useful for teachers who would like to prepare their own materials.

  • English-Alphabetic Code Chart

    English alphabetic-code charts are particularly useful for adults who are interested in the many alternative spellings that are used in the English code.

  • Overview Chart

    This chart provides a simple overview of the teaching in Steps 1 - 6.