Teaching

You should teach Jolly Phonics using the provided materials.

Jolly Phonics Materials

Big Books Vol 1& 2- sound stories &
formation
Letter sound posters-x2
Tricky word posters-x2

Teacher’s Book: contains introduction

section to Jolly Phonics
Daily Guidance for teaching Pupil Book 1
Daily Guidance for teaching Pupil Book 2
Pupil Book 1-Complete first then move to
Pupil Book 2.
Jolly Phonics Lessons App
Download in Google Playstore.
Free on Android phones

Be creative and make resources.

In addition to these, you may wish to use the following supplementary resources.

1. 8 Steps A4- Useful to stick on the black board to remind yourself to teach all 8 steps, every lesson for Pupil
Book 1
2. Jolly Songs and Sound Stories Namibia- These provide culturally relevant stories which are also shorter as
well as song lyrics for Pupil Book 1.
3. JP Actions- there is a one-page document with text for the actions or a black and white 7 paged document
with pictures of the actions. These actions are all in the Lessons App. Mainly for Pupil Book 1 but used for
reference to sounds and alternatives in Pupil Book 2.
4. Jolly Phonics Word Booklet- This is a very useful document and contains a full word back for each group of
sounds and the alternative spellings. It is helpful for finding blending words, dictation words, words to make
phrases and to ensure that you only give pupils words containing the sounds they have learnt. Used with
both Pupil Book 1 and 2.
5. Tricky words- this is a one-page document with the 72 tricky words (found on the posters). Used with both
Pupil Book 1 and 2.
6. Jolly Decodable Phrases and Stories- this gives examples of how to build phrases with the first 3 groups of
sounds. It includes comprehension questions.
7. Jolly Phonics Pupil Book 1 Checklist- this can be used to track pupils progress as they move through Jolly
Phonics Pupil Book 1.
8. Sue’s Letter Sound Knowledge- simple one-page document with all the sounds and alternative spellings.
Used with both Pupil Book 1 and 2.
9. Jolly Phonics Pupil Book 2 Checklist- this can be used to track pupils progress as they move through Jolly
Phonics Pupil Book 2.
10. Pupil Book 2 Guidance- this document has useful tips, songs and support for alternative spellings.
 The 8 Steps

Revision

1. Story
2. Action
3. Flashcard
4. Formation
5. Blending
6. Sounding
7. Dictation
8. Jolly Song

Extra Practice
Don't forget to use the Teacher's Book:
Introduction & Daily Guidance Sections
 Namibia Jolly Songs and Stories
These can be used instead of the longer stories found in the Teacher’s Book
Group 1 Sound: /s/ (say s-uh) Action: weave your hand in an ‘s’ shape, like a snake and say sssssssss.
Story: Silas was outside with his dog Sandy and saw a snake Song: s (Tune: The Farmer in the Dell )
in the grass. The snake hissed ‘sssssssss’ and ran away. Silas The snake is in the grass.
was scared. The snake is in the grass.
/sss/!sss/! The snake is in the grass.
Group 1 Sound: /a/ (say a-uh) Action: Wiggle your fingers above the elbow, as if ants are crawling on you and say a, a, a, a, a, !
Story: Anetta lives in Arandis. She was playing under the Song: a (Tune: Skip to my Lou)
apple tree. Ants climb on Anetta’s hands. She picked the /a/-/a/! Ants on my arm x3
ants off her hands saying ‘a a a a ‘ as she called out in alarm. They’re causing me alarm /a/
Group 1 Sound: /t/ (say t-uh) Action: turn your head from side to side and say t, t, t, t, t.
Story: Tate and Toni were watching a tennis game. The ball Song: t (Tune: The Muffin Man)
went back and forth. Their heads went ‘t t t t t’ side to side When I watch the tennis game,
as they watched the ball. /t/-/t/-/t/,
/t/-/t/-/t/,
. . . when I watch the tennis game, my head goes back and forth.
Group 1 Sound: /i/ (say i-h) Action: Pretend to be a mouse by wiggling your fingers at the end of your nose, like whiskers, and
squeak i, i, i, i, i. (short sound)
Story: India was playing in the garden and she found a small Song: i (Tune: Hickory Dickory Dock)
mouse. The mouse was was squeaking /i/i/i/i/. India Inky the mouse is my pet.
pretended to be a little mouse too and wriggled her fingers She spilled the ink and got wet.
pretending to be whiskers and said /i/i/i/. The ink it spread all over the desk.
/i/-/i/-/i/-/i/-/i/-/ Inky’s wet!
Adaption: wiggle my whiskers, i i i, i i i, wiggle my whiskers…i Inky
the mouse.
Group 1 Sound: /p/(say p-uh) Action: Hold up your finger as if it is a candle, and pretend to puff it out, saying p, p, p, p, p.
Story: Palisha and Pombili were ready for bed. It was Song: p (Tune: the Wheels on the Bus)
Palisha’s turn to put out the candle before they all went to Puff out the candles on the pink pig cake,
sleep ‘p, p, p’ the candle went out. /p/-/p/-/p/-/p/,
/p/-/p/-/p/-/p/,
Puff out the candles on the pink pig cake. Puff! Puff! Puff!
Cultural adaption: Put out the candles when you go to bed, /p/-
/p/-/p/-/p/,/p/-/p/-/p/-/p/, Put out the candles when you go to
bed, P! P! P!
Group 1 Sound: /n/ (say nnnnnnnnnnn) Action: Pretend to be a plane, with your arms out like wings, and say nnnnnnnn.
Story: Nelao and Nicholas were playing. They saw a plane in Song: n (Tune: Skip to my Lou)
the sky. They pretended to be planes moving their arms Hear the aeroplane, /nnnnnn/! X3
making a lot of noise ‘nnnnnn’ . . .. . .making lots of noise.
Group 2 Sound: /c/k/ck/ (say c-uh) Action: Raise your hands and snap your fingers together like a mouth crunching cashews &
say c/c/c/ Action /k/: Raise your hand and wave your arm high as if flying a kite. Action /ck/ do both actions quickly one after
the other.
Story: Caren (Karen) and her friends had been climbing Song:/ c/ (Tune: She’ll be coming round the Mountain)
trees to collect the cashew nuts. They took them home and We are clicking castanets, /c/-/c/-/c/
roasted them on the fire and enjoyed crunching them ‘c’c’c’ We are clicking castanets, /c/-/c/-/c/
We are clicking castanets, clicking castanets . . .
. . .we are clicking castanets, /c/-/c/-/c/.
Kaluhoni and his sister Karen took their new kites with them Cultural adaption: We are crunching cashew nuts, /c/-/c/-/c/, We
to fly. The kite go stuck in the Korosho tree. Kaluhoni are crunching cashew nuts, /c/-/c/-/c/, We are crunching cashew
climbed the tree to get it. nuts, /, We are crunching cashew nuts , /, We are crunching
cashew nuts /c/-/c/-/c/
Kites are flying in the sky, /k/-/k/-/k/ x2
Kites are flying in the sky, flying in the sky . . .
Kites are flying in the sky, /k/-/k/-/k/.

1
Group 2 Sound: /e/ (say e-h) Action: Pretend to crack an egg against the side of a pan. Use both hands to open the shell, saying
eh
Story: Eliud lives in Erongo. She loves fried eggs. Her mother Song: e (Tune: Skip to My Lou)
Edna cracks the egg ‘e e e’ and then fries them in a pan. Eggs in the pan, /e/ - /e/ - /e/. x3
Eliud enjoyed eating the eggs. Crack the egg like this.../e/!

Group 2 Sound: /h/ (say h-uh) Action: Hold a hand up to your mouth, panting as if you are out of breath and say h, h, h, h,
Story: Hileni lives in Hardap. She was playing outside her Song: h (Tune: Apples and Bananas)
house. She was hopping. She hopped and hopped and I like to hop, hop, hop, up and down.
when she was tired, she breathed ‘h h h‘ panting for breath. I like to hop, hop, hop, all around.
I like to hop, hop, hop, up and down./h/-/h/-/h/-/h/-/h/!
Group 2 Sound: /r/ (say rrrrrrrr) Action: Pretend to be a puppy, pulling a rag, and shake your head from side to side , saying
rrrrrrr.
Story: Ruth’s lives in Rundu. Her dog was always chasing Song: r (Tune: The Muffin Man)
things. The other day he saw a rat and chased it growling See my puppy rip the rag. /rrr/! /rrr/!
‘rrrrrrrrrrrrr’. He ran down the road growling ‘rrrrrrr’. See my puppy rip the rag, when he pulls so hard.
Cultural adaption: See my doggy chase the rat. /rrr/! /rrrr/! See
my doggy chase the rat when it comes inside.
Group 2 Sound: /m/ (say mmmmmmm) Action: Rub your tummy, as if you are seeing tasty food and say mmmmmmmm.
Story: Mama and Dad made a very delicious meal for Song: m (Tune: The wheels on the bus)
Martin and Maria and they rubbed their tummies ‘mmmm’. The mum and the dad make many meals. /mmm/! /mmm/!
Maria wanted more. The mum and the dad make many meals for their hungry children.
Group 2 Sound: /d/ (say d-uh) Action: Beat your hands up and down, as if you are playing a drum, and say d, d, d, d.
Story: David plays his drum ‘d d d’ as his friends’ dance to Song: d (Tune: This Old Man)
the beat. They dance down the path. See me play on my drum.
Playing drums is lots of fun, with a /d/-/d/-/d/-/d/-/d/-/d/-/d/-/-
/d/.See me play upon my drum!
Group 3 Sound: /g/ (say g-uh) Action: spiral your hand down, as if water is gurgling down a drain and say, g, g, g, g, g
Story: Gloria’s sink is blocked. Godwin the plumber comes Song: g (Tune: Jimmy Crack Corn)
from Gobabis to unblock the sink. It was fixed and the The water gurgles down the drain. X2
water gurgled down the drain ‘g g g g’ The water gurgles down the drain with a g g g g g g g.
Group 3 Sound: /o/ Action: Pretend to turn a light switch on and off, and say o o o o o o.
Story: In the night time in Ondangwa. Olivia switches on the Song: o (Tune: Old MacDonald)
light ‘o o o o’ . When it is time for bed Osra switches the Now it’s dark, the lights go on. o o o o o o
light off ‘o, o, o’. Time for bed, the lights go off! o o o o o o
Group 3 Sound: /u/ (say u-h) Action: Keep one hand steady and raise the other, as if raising an umbrella and say u, u, (short
sound)
English Story: Uncle brings new umbrellas for the children. Song: u (Tune: Skip to my Lou)
They play with their umbrellas ‘u u u’. When it starts to rain u u up go umbrellas. X2
they put up their umbrellas. u u up go umbrellas.. . . when it starts to rain!

Group 3 Sound: /l/ (say lllllllll) Action: Pretend to lick a lollipop, and say llllll.
Story: Lucy lives in Luderitz. She loves to lick lollipops. She Song: l (Tune: The Farmer in the Dell)
holds her lollipop and licks it, ‘l l l l ‘ Lovely lollipop! We lick our lollipops.
We lick our lollipops. l l l l l , We lick our lollipops.
Group 3 Sound: /f/ (say fffffff) Action: let your hands come together gently, as if a balloon is deflating and say ffffff
Story: Fina and her friends went to the beach with their Song: f (Tune: Old MacDonald)
fishing rods to try and catch a fish for supper. It had been a My friends and I went to the beach with my floating fish.
while since they ate fish so they were very determined. It It got a hole . . .
was getting dark and they had to go home empty handed. . . . the air came out. Ffffffff
Fina felt very sad ‘fffffffffff’ Cultural adaption: My friends and I went to the beach with a
fishing rod, The road came out…..without a fish. Fffffff

2
Group 3 Sound: /b/ (say b-uh) Action: Pretend to hit a ball with a bat and say b, b, b, b
Story: Bertha and Belinda are best friends. They are playing Song: b (Tune: Camptown Races)
with their bat and ball. Bertha hits the ball with her bat ‘ b b Bring your bat and bring your ball. /b/! /b/!
b ‘ and then Belinda bats the ball back. Bring your bat and bring your ball...
....to the park to play!
Group 4 Sound: /ai/ (like alphabet letter name A) Action: Cup your hand over your ear, as if you can’t hear, and say ai, ai, ai?
First long vowel
Story: Ainsley has ear pain. He goes to the doctor. The Song: ai (Tune: Camptown Races)
doctor speaks to Ainsley but Ainsley cannot hear. He cups My ear hurt. I was in pain. Ai? Ai?
his hand over his ear and says “ai ai ai” My ear hurt. I was in pain.
What did you try to say?
Group 4 Sound: /j/ (say j-uh) Action: Pretend to wobble on a plate, and say j, j, j, j, j, j.
Story: Janet loves jelly. At the party there is jelly and the Song: j (Jingle bells)
children enjoy making the sound ‘ j j j ‘ as they wobble their Jelly and jam,
bodies pretending to be jelly . Children like to eat Jelly! Jelly and jam, jiggling on the plate.
Oh, what will I eat with it? j, j, j, j, j,
Group 4 Sound: /oa/ (like alphabet letter name O) Action: Bring a hand over your mouth, as if something is wrong, and say oh!
Second long vowel
Story: A girl in standing in her coat she sees a goat running Song: oa (Tune: The Muffin Man)
along. The goat does not look where it is going. It runs into Oh, did you see the billy goat?
a tree and the tree falls down! Everybody says ‘oa oa oa ’ ! Oa oa oa oa oa oa
Look at that goat! Oh, did you see the billy goat,
Under the old oak tree?
Group 4 Sound: /ie/ (like alphabet letter name I) Action: Stand to attention and salute, saying ie ie!
Third long vowel
Story: The sailor travels in a big boat on the sea. When the Song: ie (Tune: The farmer in the Dell)
sailor greets his friends, he says ‘ ie ie’ ! When the captain The captain said, “ie – ie!” x2
gives an order the sailors say ‘ie ie’ captain. “Stand up straight! Don’t be late!”
Group 4 Sound: /ee/(like alphabet letter name E) /or/ (like the word) Action” Put your hands on your head, and flap them up
and down like the ears of a donkey, saying eeyore, eeyore. Hand up for /ee/ hand down for /or/. /ee/. Fourth long vowel.
Story: The donkey is very noisy. He always disturbs Song: ee / or (Tune: Twinkle, Twinkle, Little Star)
everybody, making the sound ‘ee or, ee or’. He makes this See the donkey in its stall.
sound a lot when he is hungry and wants to eat corn or a “Eeyore! Ee – or! Is its call.
sweet apple.
Group 5 Sound: /z/ (say zzzzz) Action: Put your arms out at your sides and flap them like a bee, saying zzzzz.
Story: In Zambezi the bee buzzes around the flowers Song: z (Tune: Did you ever see a Lassie)
making the sound ‘ z z z’. Zakia and Zac run around the Did you ever hear a bee buzz, a bee buzz, a bee buzz?
garden pretending to buzz like bees saying ‘zzzz’ Did you ever hear a bee buzz “zzz!”, like this?
Group 5 Sound: /w/ (say w-uh) Action: Blow onto your open hand, as if you are the wind, and say w, w, w
Story: It is a windy night in Kavango West. The wind is so Song: w (Tune: He’s got the whole world in his hands)
noisy that it wakes up everybody. It makes the sound, ‘ w w I see the clouds moving, w – w – w
w w w ‘. The weather is windy. I see the kites flying, w – w – w
I see the trees bending, w – w – w
The wind is blowing strong!
Group 5 Sound: /ng/ Action: Imagine you are a weightlifter, and pretend to lift a heavy weight above your head, saying ng . . .
Story: Idong is very strong. He lifts up some heavy weights Song: ng (Tune: If you’re happy and you know it)
‘ng ng ng ng’ he says as he sings his song about being If you’re strong and you know it say “ng’!” x2
strong. Nangolo is strong too. If you’re strong and you know it and you really want to show it . .
. . if you’re strong and you know it, say “ng!”
Group 5 Sound: /v/ (say vvvvv) Action: Pretend to be driving along in a van, saying vvvvvv.
Story: Victor loves to drive his vegetable van around the Song: V (Tune: Go In and Out the Windows)
village. He drives to Vivian’s house holding the steering Drive Vic’s van round the village. X3
wheel ‘v v v v’. -/v/-/v/-/v/-/v/-/v/

3
Group 5 Sound: short /oo/ long /00/(Action: move your head back and forth, like the cuckoo bird, saying oo 00 oo 00
Story: The children are playing in the playground at school. Song: oo / oo (Tune: Go in and out the windows)
They see a cuckoo ‘oo’ ‘00’ goes the bird. The children Who wants to be a cuckoo? X2
pretend to be a cuckoo ‘ oo OO oo OO’ . Who wants to be a cuckoo? oo – 00 – oo – 00 – oo-00
Group 6 Sound: /y/ (say y-uh) Action: Pretend to eat yoghurt from a spoon saying y, y, y, y
Story: Yana loves eating yams and rice and his baby brother Song: y (Tune: Apples and Bananas)
does too. His baby brother likes eating yoghurt and make I like to eat, eat, eat, yogurt and bananas. X3
this sound ‘y y y y’ because it is so yummy. -y–y–y–y–y
Group 6 Sound: /x/ (say ks) Action: Pretend to take an x-ray with a camera saying ks, ks, ks
Story: Alexia fell over and hurt her arm. She had to go to Song: x (Tune: Skip to My Lou)
hospital where the doctor used an X-Ray machine to see if /ks/-/ks/ Take an x-ray! X2
her bones were broken. The X-ray machine made the /ks/-/ks/ Take an x-ray!- x-ray of my hand!
sound ‘x x x x
Group 6 Sound: /ch/(say ch-uh) Action: Move your arms at your sides, as if you are a train, and say ch, ch, ch, ch
Story: Chuma is travelling on the train. The train goes faster Song: ch (Tune: Merrily we roll along)
and faster and makes the sound ‘ch ch ch ch‘ Trains are chugging up the hill. ch – ch – ch – ch – ch – ch.
Trains are chugging up the hill. ch – ch – ch – choo, choo
Group 6 Sound: /sh/ Action: Place you index finger over your lips, and say shshshshsh
Story: Shikango has a new baby sister called Shatiwa. She Song: sh (Tune: Where, Oh Where, has my little dog gone?)
wants to play with the baby but the baby is sleeping. ‘Sh sh Hush! Hush! Hush! Don’t make a sound
sh sh!’ says Mother, ‘Don’t wake the baby!’ Be as quiet as you can be.
The baby’s asleep and I’m tired out. sh – sh – sh – sh – sh
Group 6 Sound: voiced /th/ and unvoiced /th/ Action: Pretend to be a rude child and stick out your tongue a little for th (as in
this voiced) and further for th (as in thumb unvoiced)
Story: th/ (as in them) /th/ (as in thanks) Song: th (Tune: Did you ever see a Lassie?)
Thelma and Thikameni are fighting. Thelma sticks out her Did you ever hear a rude clown make this sound and that sound?
tongue a little and says: “th” (voiced) . Thikameni’s tongue Did you ever hear a rude clown say th – th – th – th
sticks right out “th” (unvoiced). So, all you could hear was Cultural adaption: Did you ever see a rude child make this sound
“th th th th th!” and that sound? Did you ever see a child say th-th-th-th
Group 7 Sound: /qu/ (say kwuh) Action: make a duck’s beak with your hands and say qu, qu, qu
Story: The ducks are swimming in the river. The ducks are Song: qu (Tune: The Wheels on the Bus)
quacking in the pond as they wait for Quentin to throw in The duck in the pond quacks qu – qu – qu,
bits of queen cakes. The ducks make the sound ‘qu qu qu’. qu – qu – qu, qu – qu – qu
The ducks in the pond quacks, qu – qu – qu, all across the pond.
Group 7 Sound: /ou/ (say aw) Action: Pretend your finger is a needle and prick your thumb, saying ou, ou, ou!
Story: Mary is sewing a new dress. Suddenly the needle Song: ou (Tune: The Mulberry Bush)
pricks her thumb. She cries making the sound “ou! ou!”. I pricked my thumb with a needle. Ou – ou – ou! Ou – ou – ou!
I pricked my thumb with a needle. Ou – ou OUCH!
Group 7 Sound: /oi/ (say oy) Action: Cup your hands around your mouth and pretend to shout at a passing boat saying Oi! Ship
ahoy!
Story: The sailor is in the big blue ship carrying containers of oi (Tune: Old MacDonald)
oil. When he sees another ship coming too close, he shouts The sailors met upon the sea ,Oi – oi – oi – oi – oi
“oi oi ship ahoy!” They found some oil way down deep.
Oi – oi Ship ahoy!
Group 7 Sound: /ue/ (like word you) Action: Point to people around you and say you, you, you. Last long vowel
Story: Gabriel is having a barbeque with lots of roasted Song: ue (Tune: The Muffin Man)
meat. She is inviting her friends to come “I want you! ue ue I’d like to have a barbecue, ue – ue – ue, – ue – ue – ue
ue’! she says as she points her finger. I’d like to have a barbecue with you and you and you!
Group 7 Sound: /er/ (say urr) Action: Roll your hands over each other, like a mixer, and say er-er-er-er
Story: The brother and the sister were making juice with a Song: er (Tune: The Wheels on the Bus)
blender. They were fighting over who could press the The mixer in the bowl goes er – er – er,
blender button. They made the sound like the blender The mixer in the bowls goes er – er – er,
“errrrrrrrrrrrr”. Mixing the food together.
Cultural adaption: The blender goes er-er-er, er-er-er, er-er,er
The blender goes er-er-er, Mixing the fruits together.

4
 Group 7 Sound: /ar/ ( like the word are) Action:” Open your mouth wide and say ar
Story: Martin has pain in his throat. The hospital is far so he Song: ar (Tune: Campdown Races)
goes in the car. He sees the doctor. The doctor says, “Open ‘Open wide,’ the doctor said. Ar! Ar!
your mouth and say ar...this will help me to see your throat ‘Let me look at your sore throat. Please say, Ar!’
better”. He opens her mouth and says “ar”.

The Vowel Song

/a/ /e/ /i/ /o//u/, /a/ /e/ /i/ /o/ /u/, /a/ /e/ /i/ /o//u/, are the short vowels that we use!
A vowel is in every word, every word, every word, every word. A vowel is in every word that we read and write.
/ai/ /ee/ /ie/ /oa/ /ue/, /ai/ /ee/ /ie/ /oa/ /ue/, /ai/ /ee/ /ie/ /oa/ /ue/, are the long vowels that we use.

The Sound Song- Teach a new section each time a group of sounds has been taught

With thanks to Stepping Stones Nigeria, UK and University of Uyo, Akwa Ibom State

Chorus Verse 1 (group 1 sounds) Verse 2 (group 2 sounds)

Jolly Phonics for every child today,
Jolly Phonics the easy way to read, s - for sun c – for cat
Jolly Phonics a ‘sure good’ way to a - for ant e – for egg
teach, t - for te--nnis h – for he--n
Jolly Phonics a fun filled way to learn, i - for ink r - for rat
Jolly Phonics for every child today, p – for pat m – for men
Jolly Phonics for me and you! n – for nip d - for dad
Jolly Phonics for me and you Jolly Phonics for me and you

Verse 3 (group 3 sounds) Verse 4 (group 4 sounds) Verse 5 (group 5 sounds)

g - for get ai - for rain z - for zip

o - for hot j - for jump w - for wind
u - for cu--p oa - for goa--t ng - for ki--ng
l - for leg ie - for tie v - for van
f - for fat ee - for tree oo - for book
b - for bag or - for corn oo - for moon
Jolly Phonics for me and you Jolly Phonics for me and you Jolly Phonics for me and you

Blending Song- can be used for any word

Verse 6 (group 6 sounds) Verse 7 (group 7 sounds) with three sounds
y- for yoghurt qu- for queen Example word: /sat/
x - for box ou - for proud /s/ /a/ make sa,
ch – for chai--n oi – for soil sa,sa,sa
sh - for shop ue - for value When you pick up /t/ and put it at
th - for thin er - for letter the end,
th - for that ar - for star
sa- t make sat.
Jolly Phonics for me and you Jolly Phonics for me and you
Can you hear me say?
sa-t make sat.

Alphabet Song: A B C D E F G all the letters came for tea, H I J K L M N the food was quite delicious, O P Q R S T U, V and W they
came too, X and Y ate all the pie and Z washed up the dishes.

5
Group 1

s Weave hand in an s shape, like a snake, and say ssssss.

a Wiggle fingers above elbow as if ants crawling on you, saying a, a, a.

t Turn head from side to side as if watching tennis and say t, t, t, t.

i Pretend to be a mouse by wriggling fingers at end of noise and squeak i, i, i, i.

p Pretend to puff out candles and say p, p, p.

n Hold arms out at side, as if a plane, and say nnnnnnnnnn.!

© Jolly Learning Ltd www.jollylearning.co.uk 2011

Group 2

ck Raise hands and snap fingers as if playing castanets and say ck, ck, ck.

e Pretend to tap an egg on the side of a pan and crack it into the pan, saying eh, eh, eh.

h Hold hand in front of mouth panting h, h, h as if you are out of breath.

r Pretend to be a puppy holding a rag, shaking head from side to side and say rrrrrrrrrrr.

m Rub tummy as if seeing tasty food and say mmmmmm.

d Beat hands up and down as if playing a drum and say d, d, d, d.

© Jolly Learning Ltd www.jollylearning.co.uk 2011

Group 3

g Spiral hand down, as if water going down the drain, and say g, g, g.

o Pretend to turn light switch on and off and say o, o, o, o.

u Pretend to be putting up an umbrella and say u, u, u, u.

l Pretend to lick a lollipop and say l, l, l, l.

f Let hands gently come together as if toy fish deflating, and say ffffff.

b Pretend to hit a ball with a bat and say b, b, b, b.

© Jolly Learning Ltd www.jollylearning.co.uk 2011

Group 4

ai Cup hand over ear and say ai, ai, ai.

j Pretend to wobble on a plate and say j, j, j.

oa Bring hand over mouth as if something terrible has happened and say oh!

ie Stand to attention and salute, saying ie, ie.

ee Put hands on head as if ears on a donkey.

Move them up as you say the ee in eeyore, eeyore.

or Put hands on head as if ears on a donkey.

Move them up down as you say the or in eeyore, eeyore.!

© Jolly Learning Ltd www.jollylearning.co.uk 2011

Group 5

z Put arms out at sides and pretend to be a bee, saying zzzzzzzzzz.

w Blow on to open hand, as if you are the wind, and say wh, wh, wh.

ng Imagine you are a weightlifter and pretend to lift a heavy weight above your head saying ng...

v Pretend to be holding the steering wheel of a van and say vvvvvvvv.

oo OO Move head back and forth as if it is the cuckoo in a cuckoo clock,

saying u oo, u oo (short and long oo).

© Jolly Learning Ltd www.jollylearning.co.uk 2011

Group 6

y Pretend to be eating a yoghurt and say y, y, y.

x Pretend to take an x-ray with an x-ray camera, saying ks, ks, ks.

ch Move arms at sides as if you are a train, saying ch, ch, ch.

sh Place index finger over lips and say sh sh sh.

th Pretend to be naughty clowns and stick out tongue a little for th,

th and further for th (this and thumb).

© Jolly Learning Ltd www.jollylearning.co.uk 2011

Group 7

qu Make a duck´s beak with your hands and say qu, qu, qu. !

ou Pretend your finger is a needle and prick thumb saying ou, ou, ou.

oi Cup hands around mouth and shout to another boat saying oi!, ship ahoy!

ue Point to people around you and say you, you, you.

er Roll hands over each other like a mixer and say erererer.

ar Open mouth wide and say ah, as if at the doctors (UK English).

© Jolly Learning Ltd www.jollylearning.co.uk 2011

 The Actions
s Weave hand in an s shape, like a snake, and say ssssss.

1
a Wiggle fingers above elbow as if ants crawling on you and say a, a, a.
t Turn head from side to side as if watching tennis and say t, t, t.
i Pretend to be a mouse by wriggling fingers at end of nose and squeak i, i, i.
p Pretend to puff out candles and say p, p, p.
n Make a noise, as if you are a plane - hold arms out and say nnnnnn.

ck Raise hands and snap fingers as if playing castanets and say ck, ck, ck.
e Pretend to tap an egg on the side of a pan and crack it into the pan, saying eh, eh, eh.

2
h Hold hand in front of mouth panting as if you are out of breath and say h, h, h.
r Pretend to be a puppy holding a piece of rag, shaking head from side to side, and say rrrrrr.
m Rub tummy as if seeing tasty food and say mmmmmm.
d Beat hands up and down as if playing a drum and say d, d, d.

g Spiral hand down, as if water going down the drain, and say g, g, g.

3
o Pretend to turn light switch on and off and say o, o; o, o.
u Pretend to be putting up an umbrella and say u, u, u.
l Pretend to lick a lollipop and say llllll.
f Let hands gently come together as if deflating a toy fish, and say ffffff.
b Pretend to hit a ball with a bat and say b, b, b.

4
ai Cup hand over ear and say ai, ai, ai.
j Pretend to wobble on a plate and say j, j, j.
oa Bring hand over mouth as if you have done something wrong and say oh!
ie Stand to attention and salute, saying ie, ie.
ee or Put hands on head as if ears on a donkey and say ee-or, ee-or.

z Put arms out at sides and pretend to be a bee, saying zzzzzz.

5
w Blow on to open hand, as if you are the wind, and say wh, wh, wh.
ng Imagine you are a weightlifter, and pretend to lift a heavy weight above your head, saying ng...
v Pretend to be holding the steering wheel of a van and say vvvvvv.
oo oo Move head back and forth as if it is the cuckoo in a cuckoo clock, saying u, oo; u, oo. (Little
and long oo.).

y Pretend to be eating a yoghurt and say y, y, y.

6
x Pretend to take an x-ray of someone with a camera and say ks, ks, ks.
ch Move arms at sides as if you are a train and say ch, ch, ch.
sh Place index finger over lips and say sh, sh, sh.
th th Pretend to be naughty clowns and stick out tongue a little for the th, and further for the th
sound (this and thumb).

qu Make a duck’s beak with your hands and say qu, qu, qu.

7
ou Pretend your finger is a needle and prick thumb saying ou, ou, ou.
oi Cup hands around mouth and shout to another boat saying oi! ship ahoy!
ue Point to people around you and say you, you, you.
er Roll hands over each other like a mixer and say er, er, er.
ar Open mouth wide and say ah. (British English)
Flap hands as if a seal and say ar, ar, ar. (Nth Am English).
 Word Booklet

Unfamiliar words need to be sounded out and blended, such as /c-a-t/ is cat. Once a word has been blended a few
times it becomes known and can be read without any blending. It is important to teach this skill, from the beginning,
to children learning to read. Good readers are good at blending and they work out unknown words fluently. It comes
easily to some children but other children need far more practice. This Word Booklet provides, in a carefully
structured way, the necessary words for this essential practice. As soon as a new letter sound has been introduced
then more words become available for blending. Initially only ask children to read words that use letter sounds that
have been taught. Eventually some tricky words will have to be learnt.

Words underlined tend to have a slightly inaccurate pronunciation when blended. However, these underlined words
present few problems to children who have these words in their vocabulary.

/s/

/a/

/t/ sat, at
Group 1 Sounds

/i/ sit, it, its, is *

/p/ pip, pit, pat, tap, tip, sip, spit, spat, sap, pasta, pass

/n/ nap, nip, nit, an, ant, pan, pin, tan, tin, spin, in, insist, pant, pants, snap, snip

/c/, / k/, /ck/ cat, can, cap, act, stick, skip, skin, tick, pick, pack, kiss, kick, sack, sick, panic,
picnic, snack, ink, tank, pink, sank, sink
/e/ set, pet, net, pen, ten, test, pest, nest, sent, neck, peck, step, tennis, tent,
insect, speck, ticket, kitten, sense, packet
/h/ hen, hat, hip, hit, hint, hiss, hectic, happen, has

/r/ rat, rip, ran, rest, rack, rent, press, prick, print, risk, scrap, strap, stress, track, trap,
trick, trip, strict, crisps, crept, crack, present, rinse, cricket, racket, respect, cricket

/m/ man, men, map, mat, hem, ham, him, mess, miss, mist, mint, stamp, crisps,
Group 2 Sounds

trim, pram, smack, tramp, camp, stem, ram, rim, mattress

/d/ dad, den, did, dip, sad, end, rid, red, mad, had, hid, kid, pad, desk, add, skid,
drip, hand, sand, mend, send, spend, stand, damp, dentist, dress, disk, disc,
dent, din, timid, deck, handicap, drink, panda, drank
/g/ gas, pig, peg, gap, egg, get, dig, rag, drag, snag, grip, gram, grin, tag, sag, nag, rig, stag, grand,
granddad, spaghetti
Group 3 Sounds

/o/ top, pop, pot, pod, on, cot, cod, cost, hot, hop, rot, rod, odd, dog, dot, God, got, rock, pond,
sock, spot, stop, trod, trot, drop, mop, desktop, ticktock, cannot, cross, comic, dragon,
nonsense, second, parrot, pocket, rocket, carrot, cotton, correct, haddock, across, honk

1
 /u/ up, us, sun, nut, cup, cut, hum, gum, tug, hug, mug, mud, rug, run, pup, dug, hut, mum, dust,
dump, duck, tuck, hump, pump, mumps, hunt, must, suck, gust, rust, tusk, drum, truck, stuck,
scrub, snug, trust, crust, upset, suntan, hiccup, pumpkin, undress, unpack, eggcup, grunt,
drunk, upon, trunk, trumpet, puppet
/l/ lap, lit, let, leg, log, pal, lip, led, lot, lid, lad, lips, lick, luck, lass, lump, lend, less, lock, ill, pill,
kill, hill, tell, mill, sell, dull, gull, silk, sulk, tilt, lost, help, held, list, melt, milk, limp, still, clap,
clip, click, clock, plan, plug, plum, glum, glad, slug, slid, slim, slip, slit, slot, skill, skull, slam,
slap, smell, split, spell, spelt, spill, slept, plump, grill, lipstick, adult, until, lollipop, plastic,
plimsolls, solid, splendid, until, unless, unplug, unlock, old, sold, hold, cold, told, gold, roll,
doll, petrol, tunnel, lemon, electric, gallop, animal, elastic, kennel, lesson, milkman, melon,
salad, tinsel, carol, collect, candle, cuddle, ankle, giggle, rattle, handle, apple, kettle, little,
simple, sprinkle, middle, muddle, paddle, prickles, puddle, saddle, struggle, tackle, tickle,
uncle
/f/ if, fat, fin, fun, fog, elf, fan, fit, fed, off, fell, fill, fuss, huff, sniff, soft, lift, loft, fist, felt, film,
fact, fond, gift, left, puff, cliff, stiff, fluff, flag, flat, flick, frog, flap, gruff, frock, frost, from,
traffic, fantastic, golf, fold, forest, daffodil, infant, difficult, gorilla
/b/ bad, bat, bib, bag, rub, bit, bin, pub, cub, bed, bud, bug, big, bet, bun, beg, rob, bill, back,
bell, boss, belt, bump, bend, best, bulb, crab, grab, grub, club, black, blend, brick, block,
blond, rabbit, robin, dustbin, habit, bold, bottom, blossom, bucket, blanket, bunk, blink,
problem, ribbon, button, umbrella, bottle, bubble, buckle, grumble, grumble, horrible,
nibble, scribble, tumble, terrible, tremble, pebble
/ai/ aim, rain, sail, pain, tail, rail, paid, nail, main, fail, laid, aid, hail, mail, paint, train, snail, brain,
Spain, plain, drain, stain, pigtail, trail, raindrops, saint, grain, sprain, afraid, again, praise

/j/ jog, jam, jet, job, jug, jump, just, jazz, object, subject, jacket, junk, jungle, jumble, juggle

/oa/ boat, goat, load, soap, road, loaf, toast, moan, oak, roast, soak, foam, toad, coat, groan, float,
raincoat, crossroads, boast, croak, coast, oats, coal, goal, foal
/ie/ pie, tie, die, lie, lied, untie, magpie, lies, cries, fries, tries, flies, dries
Group 4 Sounds

/ee/ bee, see, seed, need, feet, deep, heel, beef, jeep, peep, keep, meet, feed, keen, leek, feel,
keep, seen, been, beep, sleep, green, free, creep, street, speed, steep, bleed, indeed, toffee,
coffee, deer, beer, steer, agree, asleep, geese, settee, beetle, needle
/or/ or, for, sort, torn, horn, born, pork, cork, fork, corn, stork, sport, storm, foghorn, popcorn,
horse, sore, snore, score, more, forget, important, forgot, mirror, doctor, tractor
/z/ zip, buzz, fizz, zigzag, zebra, sneeze, breeze, freeze, dazzle, drizzle, puzzle, maize
/w/ win, web, wet, wag, went, wind, well, will, swim, swam, twig, twin, week, weed, worn, wait,
twist, sweep, sweet, swept, waist, weekend, windmill, unwell, cobweb, between, wore,
wink, wobble
/ng/ ring, sing, bang, song, wing, hang, long, king, sung, rang, sang, hung, sting, spring, bring,
swing, stung, strong, cling, string, singing, morning, buzzing, freezing, seeing, sleeping,
sitting, wedding, willing, weeping, feeling, painting, ping-pong, soaking, spelling, along,
belong, snoring
/v/ van, vet, vest, invent, give, have, active, visit, sleeve, travel, vanilla, caravan, seven

/oo/ good, wood, wool, soot, foot, hood, book, took, look, rook, cook, hook, woof, stood,
Group 5 Sounds

(little / oo/) footsteps, scrapbook, wooden, woollen

OO zoo, moo, cool, fool, hoof, mood, pool, food, moon, loop, root, soon, boot, hoop, roof,
(long / oo/) room, tool, zoom, toot, spoon, broom, stool, bedroom, broomstick, toadstool, goose, loose,
baboon

2
 /y/ yes, yap, yet, yell, yelp, yak, yank

/x/ six, fox, fix, box, wax, mix, next, sixteen, boxing, toolbox, expect, paint box, text, textbook,
relaxing, exam
/ch/ chin, chap, chips, rich, chop, chum, chat, much, punch, bench, bunch, lunch, chill, such, chick,
munch, pinch, chimp, chest, check, screech, chug, chain, cheek, cheer, crunch, torch, coach,
ostrich, chimpanzee, chopsticks, sandwich, children, chicken, chickenpox, cheese, catch,
hatch, match, fetch, stretch, itch, ditch, stitch, switch, hutch, choose, chuckle, scratch,
kitchen, snatch
/sh/ fish, shop, dish, wish, ship, hush, rush, shed, shut, rash, mash, cash, dash, shell, shot, shut,
shelf, shock, shook, brush, smash, crash, flash, flush, shoot, shook, sheep, sheet, short, shall,
shrimps, splash, finish, eggshell, paintbrush, punish, rubbish, shampoo, bookshop,
mushroom, shopping, shocking, selfish, shellfish, goldfish
/th/ this, that, then, with, them, than, within
Group 6 Sounds

(voiced)

/th/ thin, moth, tenth, thing, thick, thud, thump, tooth, teeth, cloth, three, thorn, throat,
(unvoiced) toothbrush, faith, length, north, strength, broth, froth, thank, think, thanks, sixth

/qu/ quiz, quick, quack, queen, quilt, quit, squid, liquid, squint, squirrel, squeeze, request,
equipment, quins
/ou/ out, loud, found, shout, mouth, round, pound, sound, count, our, sour, couch, proud, flour,
cloud, spout, scout, crouch, ground, sprouts, shouting, without, snout, outing, house,
mouse, blouse, greenhouse, about, around, aloud, mountain, fountain

/oi/ oil, boil, soil, join, coin, joint, point, spoil, spoilt, coil, boiling, moist, spoilsport, tinfoil, toilet,
tortoise, avoid, noisiest, poison, disappointment
/ue/ due, fuel, rescue, continue, clue, glue, blue, true, bluebell, statue, value, tissue, untrue, cruel

/er/ her, sister, kerb, herd, mister, silver, litter, pepper, letter, better, winter, never, butter,
fatter, supper, hotter, summer, river, under, herself, blister, splinter, painter, swimmer,
thunder, winner, bumper, ever, ladder, dinner, hammer, hamster, jumper, monster, offer,
robber, rubber, runner, scooter, shiver, sticker, temper, toaster, toddler, thunderstorm,
understand, buttercup, helicopter, interest, chatter, cooker, corner, cracker, clever, painter,
pattern, numbers, slippers, finger, father, afternoon, different, remember, trousers, conkers,
singer, were, terrific
Group 7 Sounds

/ar/ arm, car, far, art, jar, hard, farm, barn, card, park, dart, mark, dark, bark, part, harm, march,
sharp, charm, star, start, smart, spark, scarf, shark, starfish, sharper, farmer, artist, darling,
farmyard, partner, cartoon, argue, yard, harvest, armbands, carpet, starve, barbecue, alarm,
are, garden, kangaroo, cardigan, caterpillar, marbles, sparkle, carve, lizard, collar, market,
mustard, custard, vinegar, calendar, harmless, sharpener

<y> mummy, daddy, funny, poppy, bunny, silly, jolly, dolly, puppy, nanny, fussy, rocky, jelly,
(with / ee/ sound) holly, runny, sunny, tummy, lorry, dummy, dusty, frosty, lucky, rusty, penny, teddy, berry,
Alternative spellings

nappy, cherry, foggy, muddy, floppy, body, buddy, buggy, granny, spotty, story, dizzy, ugly,
family, filthy, very, greedy, happy, grubby, grumpy, handy, hurry, windy, wobbly, lumpy,
marry, potty, merry, milky, misty, party, pity, plenty, sadly, sandy, yummy, sleepy, soapy,
soggy, sorry, sticky, tricky, unhappy, unlucky, storybook, carry, copy, creepy, curry, empty,
skinny, spooky, stormy, stuffy, rugby, hanky, every, noisy, clumsy, slippery

3
 /a-e/ ate, ape, game, lane, gate, save, gave, made, name, cake, hate, safe, rake, tale, wave, came,
bake, date, lake, pale, late, make, wake, same, gale, sale, take, tame, tape, cave, case,
grapes, flame, plate, snake, plane, crane, brave, spade, stale, blame, skates, scrape, graze,
brakes, chase, shame, shape, shave, shade, pancake, lampshade, sunshade, handshake,
mistake, cornflakes, escape, awake, marmalade, chocolate, lemonade, pavement

/e-e/ Steve, Pete, theme park, here, concrete, athlete, interfere, even, these, evening,
completely, uneven

/i-e/ ride, hide, nine, ripe, life, five, line, pipe, mile, pile, time, side, wipe, like, bike, bite, hive, kite,
wide, size, mine, wine, tide, wife, quite, shine, prize, smile, drive, slide, bride, inside, upside,
bedtime, invite, outside, stripes, beehive, sunshine, fire, bonfire, wire, lively, fine, tired, dive,
pride, bridegroom, tribe, underline, alive, arrive, spider, wise, tiger, bridesmaid, crocodile

/o-e/ bone, home, rope, hope, joke, mole, hole, pole, woke, note, doze, poke, stone, stole, drove,
smoke, slope, stroke, broke, spoke, choke, throne, lonely, owe, homemade, flagpole,
molehill, tadpole, hose, rose, nose, close, those, alone, broken, envelope, frozen, open,
over, overcoat, antelope

/u-e/ mule, cube, tune, tube, cute, costume, cure, excuse, attitude, rule, use, rude, salute, used,
ruler, super, supermarket, computer

/ay/ day, hay, lay, pay, may, say, way, play, tray, clay, stay, pray, spray, staying, playtime, daytime,
yesterday, Sunday, driveway, railway, runway, holiday, playground, player, crayons,
Tuesday, away, Friday, sunrays

/oy/ boy, toy, joy, enjoy, Roy, enjoying, oyster, annoy, annoying, royal

/ea/ eat, tea, sea, pea, ear, meat, read, each, beat, heap, leaf, beak, heat, mean,
seat, leak, team, real, hear, heal, near, meal, leap, lead, weak, neat, dear,
fear, seal, year, beach, teach, peach, each, clean, clear, treat, cream, steam,
speak, steal, dream, stream, scream, squeak, cheap, peanuts, teapot,
seatbelt, daydream,
seagull, seaweed, seashell, earwig, meaning, nearly, reach, seaside teabag, teacup, seasick,
teacher, teaspoon, underneath, anteater, peas, measles, treacle, easy, easily, leave, please,
beads, beans, jeans
<y> (with /ie/ by, my, try, fly, dry, fry, shy, sty, sly, sky, cry, myself, pigsty, butterfly,
Alternative Spelling

sound) magnify, python, supply, dragonfly, lullaby

<ow> (with /oa/ low, own, mow, slow, snow, blow, show, grow, throw, window, yellow, borrow, pillow,
sound) shadow, owner, elbow, follow, narrow, arrow, bow, rainbow, grown-up, lower, sow,
shallow, bowl, bowling, below, slowest, bungalow, lowest

4
 <ir> (with /er/ sound) bird, girl, dirt, stir, firm, first, shirt, third, skirt, thirteen, stirring, thirsty, birthday, dirty,
birdseed, tee shirt, sir, chirp, firmly, songbird, blackbird, squirt

<ur> (with /er/ turn, burn, fur, hurt, curl, purr, burnt, burst, church, burger, furry, hamburger, beef burger,
sound) yogurt, sunburnt, turning, further, turnip, disturb, surname, unhurt, Saturday, surprise,
nurse, purse, curve, purple, burglar, return, curtain, Thursday, nursery

<ew> (with /ue/ few, new, dew, stew, newt, blew, grew, chew, chewing, screw, drew, flew, view, threw,
sound) jewellery, newspaper, corkscrew

<ph> (with /f/ sound) dolphin, graph, nephew, orphan, prophet, alphabet, elephant, photo, telephone,
photograph, triumph, aphid, phoneme, phantom

Soft c (with /s/ face, ice-cream, city, fence, celery, cinema, cycle, circle, circus, pencil, ambulance, advice,
sound) dance, attendance, bicycle, rice, choice, mince, pencil

Soft g (with /j/ ginger, age, cage, page, huge, stage, rage, gem, germ, magic, giant, giraffe, vegetable, large,
sound) orange, gym, register, gerbil, logical, wages, garage, pigeon

/igh/ high, night, light, right, sight, bright, fight, tight, fright, flight, might, lightning, traffic lights,
sigh, thigh, sunlight, flashlight, midnight, fortnight

<ow> (with /ou/ owl, how, now, down, town, cow, howl, brown, drown, crown, clown, crowd, frown,
sound) growl, shower, flower, powder, tower, sow, downhill, sunflower bow, row, showery,
towel, allow, trowel, vowel
Alternative Spellings

/air/ stair, fairy, fair, chair, affair, fairly, hair, pair, impair

ear (with /air/ sound) bear, pear, tear, wear, swear

are (with /air/ sound) square, hare, scarecrow, compare, dare, bare, glare, hare, rare, scare, stare, welfare

5
Tricky Words

6
 Tricky words

I you one
the your by
he come only
she some old
me said like
we here have
be there live
was they give
to go little
do no down
are so what
all my when

why saw once

where put upon
who could always
which should also
any would of
many right eight
more two love
before four cover
other goes after
were does every
because made mother
want their father
 Jolly Decodable Phrases and Stories
All words have come from the word booklet. Words underlined tend to have a slightly inaccurate pronunciation when
blended. However, these underlined words present few problems to children who have these words in their vocabulary.
NOTE: capitals and full stops have not been taught at this stage.

Story phrases using group 1 sounds (s,a,t,p,i,n,)

Practise blending Read phrases one by one Comprehension-oral questions
in, at, it, is ant sat in a pan Who is in the story? (ant)
ant, sat, pan, tin, it is ant Where is ant? (pan then tin)
naps it is ant in a pan What does ant do in the tin? (naps)
ant is in a tin or where does ant nap? (tin)
ant naps in a tin
Story phrases using group 1 and 2 sounds (s,a,t,p,i,n,) (c,k,ck, h,e,r,m,d)
Practise blending Read phrases one by one Comprehension-oral questions
and, is, in, Then read as a whole story Who is in the story? (cat, hen then
cat, hen, hit, sad, rat, hid cat and hen rest rat)
rest, pecks, nest, sack, scrap cat hit hen What do cat and hen do together?
hen is sad (rest)
hen pecks cat What did cat do to hen? (hit hen)
hen hid in a nest How did hen feel? (sad)
cat ran in a sack What did hen do to cat? (pecks cat)
rat is in a sack Where did hen hide? (nest)
cat and rat scrap Where did cat go? (sack)
Who is in the sack? (rat)
What do cat and rat do? (scrap)
Story phrases using group 1,2 and 3 sounds (s,a,t,p,i,n,) (c,k,ck, h,e,r,m,d) (g,o,u,l,f,b)
Practise blending Read phrases one by one Comprehension-oral questions
and, is, in Then read as a whole story Who is in the story? (pig, rabbit,
pig, get, mud, fell, big, fat pig and rabbit get stuck frog)
rabbit, stuck, truck, milk, grunts, sniffs, pig slips in mud What happens to them? (stuck in
problem, carrot, struggles, grabs rabbit fell in mud mud)
fantastic it is a problem What is pig like? (big, fat)
pig is big and fat and stuck How does rabbit feel? (cross)
*reinforce double letters making only rabbit is cross What do they smell? (milk, carrot)
one sound (ll, ff, gg) pig must help rabbit Where is frog? (truck)
rabbit must help pig What does frog do? (help)
Consonant blends-initial pig smells milk
tr, gr, pr, str, sn, rabbit smells a carrot
pig grunts and struggles
rabbit sniffs and struggles
frog is in a truck
frog helps pig and rabbit
frog grabs pig and rabbit
pig is not stuck
rabbit is not stuck
pig has milk
rabbit has carrot
frog is fantastic
 Jolly Phonics Pupil Book 1 Checklist

Name: Date:

knows these blends regular writes regular

sounds words with words with
these sounds these sounds

s a t i p n
ck e h r m d
g o u l f b

ai j oa ie ee or
z w ng v oo oo
y x ch sh th th
qu ou oi ue er ar
Alternative Spellings covered in Pupil Book 2
a-e e-e i-e o-e u-e
y /ee/ ay oy ea y /ie/
igh ow /oa,ou/ ir ur
ew au aw al ph
c /s/ g /j/ air ,are ,ear /air/

knows sound knows name forms correctly

Alphabet - lower case letters

knows sound knows name forms correctly

Alphabet - capital letters

sings / recites knows

Alphabet order

I he me be to are
the she we was do all
Able to read tricky words (set 1)
Able to spell tricky words (set 1)

with difficulty steadily fluently

Reads age-appropriate books
Writes independently-short story or similar
 Letter-sound knowledge needed for reading

s a t i p n
sun ant tap ink pet nut

ck e h r m d
cup egg hot run man dog
kick

g o u l f b
goat on up leg fun bat

ai j oa ie ee or
aim jet oak tie tree born

z w ng v oo oo
zoo wind ring van book moon

y x ch sh th th
yap fox chop ship with thin

qu ou oi ue er ar
queen out oil cue herb farm
blue

y a_e e_e i_e o_e u_e

sunny late theme time bone cube
flute
ay oy y ea igh ow
day toy pyramid eat night snow
dry cow
ir ur ew au aw al
fir burn ewe haunt saw talk
flew

ph c (-e/i/y) g (-e/i/y) air are ear

cent gentle
photo city giant chair stare bear
cycle gymnastics
 Jolly Phonics Pupil Book 2 Checklist
The pupil can:

Handwriting

Developing more control over letter formation

Form all lowercase letter sounds

Form uppercase letter sounds (capitals):

SATIPN

CKEHRMD

GOULFB

J Z W V Y X Q,

Write alphabet in order in lowercase

Write alphabet in order in uppercase

Match all uppercase to lower case letter sounds

Demonstrates letter-sound correspondence awareness

Dictation

Write cvc words when called out (e.g. cat)

Write ccvc words when called out (e.g drum)

Write words with digraphs when called out

Write words with the following alternative spellings when called out:

<y> as Double Magic <e> /ay/ /ea/ <y> as <ow> <ir> <ew> for
/ee/ letters words words words /ie/ for /ou/ and /ue/<ph>
(baby) (miss, (name, words <ur> for /f/
jazz) joke) (how) for /er/

Soft <g> Soft <c> <igh> for <ow> <ue>, <ue>, <oy> for <ear>
words words /ie/ for /oa/ <u-e> <u-e> /oi/ <are>
(magic) (pencil) words <ew> <ew> for <air>
(show) for long long words
vowel U /oo/

Can write simple phrases when called out

Can write simple sentences when called out

Tricky Words

Can read and write the 72 tricky words

Set 1 2 3 4 5 6
Read
Write

Blending

Can blend with initial consonant blends (e.g. br, scr)

Can blend with final consonant blends (e.g. nd, xt)

Can blend silently

If only using blending as a strategy for unfamiliar words

Sounding

Can identify the 42 sounds in words by listening for them

Can count sounds in words on their fingers

Can identify the correct spelling for basic/alternative sounds

Can identify short vowels in words

Can identify long vowels in words

Can indicate first, middle and last sounds in a word

Sentences

Simple phrases (a big dog) Simple sentences with tricky

words
Can read
Can write

Comprehension

Can write words for pictures (cvc, ccvc)

Can write digraph words for pictures

Can select correct spelling of a word for pictures

Can read a phrase/sentence and draw a picture

Can complete missing sound in a word

Match words to pictures

Match sentence to pictures

Complete sentences with missing words

Write independently about a picture

NOTE: Before you can begin teaching Pupil Book 2 you MUST make sure that Pupil Book 1 has been
completed. This may mean using the first half of term 1 to consolidate knowledge and teach any
outstanding letter sounds. The principles covered in Pupil Book 2 build on the foundation in Pupil Book
1. The basic sounds and their actions must be learnt before introducing alterative spellings.

Key Terms:

Term Definition
letter A symbol which represents a sound
sound Smallest unit represented by one or more letters
syllable A combination of consonants and a vowel
Blend (blending) Saying the individual sounds one by one then running them together to say
the word. Crucial skill for reading.
Sounding Ability to identify sounds in a word without seeing the text. For example
(segmenting) recognising the first, middle and last sounds. Able to think of words
containing a sound. Break a word into sounds. Crucial skill for writing.
Sound out Say the sounds in a word one by one
Spell Say the letter names of a word. Used for tricky words

Examples for reinforcing each skill:

Skill Activity
1 Letter Sounds story, action, ‘Do as I Do song’, Jolly Sound Songs, Sound Song, flashcards,
Sounds games
2 Formation Froggy legs pencil grip, magic pencil, start at the point, animal letters (tortoise,
monkey, giraffe), palm writing, air writing, sand tray, partners back, pupil books
3 Blending Arm blending, blending song, blending bounce, bean bag blending games, miming
words with actions, flashcards, blending nonsense words and reading words in
Pupil Book 1. Blending Jolly Games.
4 Sounding Pictures in Pupil Book 1, identifying first, middle or last sound in a word, thumbs
up and thumbs down, dictation exercises. Sounding Jolly Games
5 tricky Look and say, whole word recognition, flashcards, oral sentences, look-copy-
words cover-write-check, spelling with letter names, copying and dictation.
NOTE: It is very important that blending each sound is only used as a strategy when the word is
unfamiliar. Encourage learners to blend silently in their heads. As reading fluency develops blending
is automatic. Give regular exposure to phrases and sentence reading from the board and written on
paper. To develop writing fluency encourage learners to write what they want to say. They may need
a prompt such as a picture or an event to get them started. Only mark spelling mistakes as incorrect
if the spelling pattern or tricky word has been taught.

Letter-Sound Correspondence:

As the alphabet names and sequence are taught so are capital letters. Letter- Sound correspondence
needs to be reinforced. Learners need to be able to see /A and a/ and say both the letter name and
the sound with the accompanying action. This process needs to be repeated for each alphabet letter.
It is important that the letter names are not used for blending, only spelling tricky words. See song
section for songs to reinforce letter-sound correspondence.

Double letters: Use the 2 finger action to indicate when a double letter is found in a word.
The sound is only said once. The action is shown after the sound which is a double letter.

The Vowel Hand:

This needs to be reinforced with the vowel song. Point to the tips of the fingers for short vowels and
the base of the fingers for long vowels. Slide your first finger from tip to base and back up again to
reinforce the relationship between the short and the long vowel.

Vowel Rules:

“When two vowels go walking, the first one does the talking”
Baby, apron, paper, lady
“If the short vowel does not sound right, try the long one” Emu, begin, equal,
Island, tiny, tiger, ivy
Total, ocean, open, over, pony
Tulip, uniform, music, pupil,

Learners can draw the vowel hand and add the

alternative vowel spellings as they are learnt.
Alternative Spellings

These can be found in your Jolly Phonics Lesson App

under Alternative Spellings after the 7 groups of
sounds

Magic <e>

Also known as hop-over-<e> and split long vowel. Use sound buttons and curves to indicate the
sounds on the board. Hold hands and flashcards to make visual demonstrations of the relationship
between the two short vowels that make the long vowel.

Make flashcards that look like this.

a-e e-e i-e o-e u-e

1. Practice the vowels in the short and long way using vowel hand
(Short vowels) a-e-i-o-u, (long vowels) ai-ee-ie-oa-ue
2. Sing the vowel song.
3. Remind children that when they see two vowels together or CLOSE TO EACH OTHER with only
one consonant between them the first vowel is usually pronounced the long way. When two
vowels go walking, the first usually does the talking. Write ai, ee, ie, oa, ue on the board and
pronounce these letter sounds to demonstrate this fact.
4. Write some magic <e> words on the board – find these in your word booklet or use the ones
below: cone, cane, time, mule, and joke. Point out that in all the magic <e> words,
the two vowels are not next to each other but they are still CLOSE TO EACH
OTHER. They only have one other letter in between them, so the magic jumps over
from the e and changes the first vowel from a short vowel to a long vowel.
Draw a line joining the two vowels and remind them that the magic from the e hops over the
consonant to make the first vowel long.
5. Now write more words in mixed up order on the board, some with magic e and some without.
Ask children to identify the ones that have the magic <e>, that is the two vowels that are CLOSE
TO EACH OTHER with only one consonant between them.
Here are some words you could use:
Magic <e> words Not Magic <e> words
line cot
cake letter
kite jump
side bend
tune sister
lane better
fine beg
made egg
• Ask children to first identify which words are magic <e> words and which are not.
• Ask children to come up to the board and draw a line joining the magic e and the
other vowel.
6. Now read the magic <e> words on the board together. Remind children that you do not
pronounce the <e> at the end and that the first vowel must be pronounced in the long way.
7. Now copy these words onto the board
hat, pan, win, rat, slim, fad, pip, hop, mat, tub, mad, man.
Read with the children. The vowel is pronounced the short way.
8. Now ask the children to add a magic <e> to the end of those words. Can they pronounce the
words, remembering to pronounce the 1st vowel in the long way? See example below:
Ask them to draw a line to join the magic <e> and the vowel together.
9. Now write more magic <e> words on the board from the word booklet: sections a-e, i-e, e-e,
o-e and u-e. Can children read them?
Pupil Book 2: Layout A Stages

Stage 1: Flash cards revision

Do as I do, Match the flashcard to the action, NOT IN PUPIL BOOK
Stage 2: Blending, Sounding and Dictation
Mime a few of the words for blending, Count the sounds, Dictation as a word or with actions
DICTATION IN PUPIL BOOK
Stage 3: Alphabet
Alphabet song, poster, flashcards order, NOT IN PUPIL BOOK
Stage 4: Handwriting
Start at the point, revise formation if needed, capital letters, IN PUPIL BOOK
Stage 5: Further Ideas
If concept needs more revision; NOT IN PUPIL BOOK
Stage 6: tricky words
Flashcards, poster, look and say, use in an oral sentence, Write IN PUPIL BOOK

Every Letter Has a Name and a Sound (youtube Chorus- repeat after each verse
search ‘ every letter has a name’) Every letter has a name and sound x4
Show actions and point to alphabet poster. Verse 2
Verse 1 G, H, I, J
My name is A, my sound is a Verse 3
My name is B, my sound is b K, L, M, N, O, P, Q, R
My name is C, my sound is c Verse 4
My name is D, my sound is d S, T, U, V, W, X, Y, Z
My name is E, my sound is e
My name is F, my sound is f
Every Letter has a Sound-Continue through the whole alphabet. Show actions and flashcards
A says a, A says a
Every letter has a sound and A says a
B says b
Come and Dance
Hand out flashcards for the sounds you are revising. This can also be done with capital letter flashcards to
check letter sound correspondence.
If you hear your sound come and dance x4
/sound/ come and dance x5
The Magic <e> Song (youtube search ‘magic e’)
Chorus: Magic <e>, magic <e> makes the short sounds long. Magic <e>, magic <e> this is the Magic <e> song
Verse

The Vowel Song

/a/ /e/ /i//o//u/, /a/ /e/ /i//o//u/, /a/ /e/ /i//o//u/, are the short vowels that we use!
A vowel is in every word, every word, every word
A vowel is in every word- that we read and write.
/ai/ /ee/ /ie/ /oa/ /ue/, /ai/ /ee/ /ie/ /oa/ /ue/, /ai/ /ee/ /ie/ /oa/ /ue/, are the long vowels that we use.