1. Teaching Literacy PART 1
Anne Sloan
February 2010
TDS, MAG
Al Taqadom, Al Shamkha

2. What is Reading?
Reading is
an active process
of getting meaning
from print
‘Julie Bowtell
University Hertfordshire’

3. How do we learn to read?
There are two aspects of reading:
 Decodingand word recognition.
 Comprehension
Both are important in developing children’s
literacy skills.

4. Objectives
 To explain the principles behind the Jolly
Phonics programme
 To provide an opportunity for teachers
to seek clarification about the
programme
 To demonstrate the use of some of the
Jolly Phonics material

5. Teaching Phonics
Recent research shows that a synthetic approach to phonics
is more successful in teaching children how to read than
an analytic approach.
What’s the difference?
Analytic phonics Synthetic phonics
starts at whole word level letter sounds taught very
during or after reading rapidly
books introduced emphasis on blending
often, one letter per week sounds
initial sounds first usually, before reading
scheme introduced

6. Jolly Phonics by Sue Lloyd
1. Learning the letter sounds
2. Learning letter formation
3. Blending
4. Identifying sounds in words
5. Tricky words

7. 1. the Letter Sounds
There are 42 letter sounds which are taught in
the following order:
 satipn
 ck e h r m d
 goulfb
 ai j oa ie ee or
 z w ng v oo oo
 y x ch sh th th
 qu ou oi ue er ar

8. A multi-sensory method is
used:
 A storyline –
story book
teacher’s song/rhyme book and CD.
 Action –
children associate an action with each sound to help them
remember it, e.g.,
a s
 Sound sheets -
visual
a s

9. 2. Letter formation
 Pencilhold
 Forming letters in the air
 Trace over dotted letters
 Feeling letters (finger phonics)
 Write each letter
 Joining tails

10. 3. Blending
Children need to be taught how to
blend sounds together:
1. Letters sounded out by teacher
‘d-o-g’ ‘s-u-n’ ‘m-ou-s’
2. Letters sounded out by children
3. Blending words with consonant blends and
digraphs
26:00

11. 4. Identifying sounds in words
It is essential that children are taught to hear the
individual sounds in words:
1. Listen and say if they can hear the sound ‘s’ in
the words ‘sun’ ‘mouse’ ‘dog’.
2. Children say the sounds they hear and hold
fingers up for each sound, for example,
‘hat’ - ‘h-a-t’ -3 fingers
‘ship’ - ‘sh-i-p’ - 3 fingers
3. Dictate words for children to practice writing.
25:10

12. 5. Tricky words
Tricky words are those that cannot
be worked out be blending:
 Look (identify the irregularity and say
the letter names), Cover, Write and
Check.
 Say it as it sounds
 Mnemonics

13. 6. Practice Everyday
Everyday a little work on each skill is needed:
 Work through flashcards of letter sounds.
 Develop ability to write fluently and neatly:
- correct formation of capital and small letters
- Dictation of words and sentences.
 Develop reading fluency and comprehension:
- reading individually to a parent
- group/guided reading
- develop wider vocabulary and meaning of words.
 Develop writing skills:
- write sentences to pictures
- write news independently
- write simple stories that have been told by the teacher
- create and write own stories
- write up science and topic work
- continue teaching tricky words

14. Activities from Jolly Phonics
 bingo
 boardgames
 arrow words
 consonant blends
 dominoes
 missing sounds
 CVC flipbook
 sentence sticking
 string joining
Website: www.jollylearning.co.uk

15. The ‘a’ action

16. The ‘s’ action

17. The ‘a’ sound visual

18. The ‘s’ sound visual