Hands up for Jolly Phonics and Jolly Grammar
Aligns with the Common Core State Standards (CCSS) from Kindergarten to Grade 2
The Common Core State Standards (CCSS) a
Kindergarten Jolly Phonics Reading Foundational Skills
R Follow words from left to right, top to
bottom, and page by page represented in written language by specific sequences of letters spaces in print
Gr Jolly G Language Conventions of Standard English Reading Foundational Skills Print Concepts
R Recognize the distinguishing features of a
sentence (ex.: first word, capitalization, ending punctuation)
Print Concepts
R Recognize that spoken words are
letters
R Print many uppercase and lowercase R Use frequently occurring nouns and verbs R Form regular plural nouns orally by
adding /s/ or /es/
R Understand that words are separated by R Recognize and name all uppercase and
R Distinguish long from short vowel sounds
in spoken single-syllable words Orally produce single-syllable words by blending sounds (phonemes), including consonant blends
Phonological Awareness
lowercase letters of the alphabet
Phonological Awareness
R Recognize and produce rhyming words R Count, pronounce, blend, and segment
syllables in spoken words
R Understand and use question words R Use the most frequently occurring
prepositions
R Produce and expand complete sentences
in shared language activities and the pronoun I
R Isolate and pronounce initial, medial
vowel, and final sounds (phonemes) in spoken single-syllable words Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)
R Capitalize the first word in a sentence R Recognize and name end punctuation R Write a letter or letters for most R Spell simple words phonetically, drawing
on knowledge of sound-letter relationships
R Blend and segment onsets and rimes of
single-syllable spoken words
R Isolate and pronounce the initial, medial R Add or substitute individual sounds
(phonemes) in simple, one-syllable words to make new words
vowel, and final sounds (phonemes) in threephoneme (CVC) words
consonant and short vowel sounds (phonemes)
Phonics and Word Recognition
Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound)
R R R R R
R Demonstrate basic knowledge of lettersound correspondences by producing the primary or most frequent sound for each consonant with the common spellings (graphemes) for the five major vowels
Phonics and Word Recognition
Key
Decode regularly spelled one-syllable words Know final e and common vowel team conventions for representing long vowel sounds Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word Decode two-syllable words following basic patterns by breaking the words into syllables
R Associate the long and short sounds R Read common high-frequency words by
sight (ex.: the, of, to, you, my, is, are, does)
R R R
Jolly Phonics Jolly Grammar Jolly Phonics & Grammar
R Distinguish between similarly spelled
words by identifying the sounds of the letters that differ
R Read words with inflectional endings R Recognize and read grade-appropriate
irregularly spelled words
R Read emergent-reader texts with purpose
and understanding
Fluency
Our thanks to Deb Bible who helped produce this guide.
and how Jolly Phonics and Jolly Grammar align
Grade 2 Jolly Grammar Language Conventions of Standard English
possessive nouns
rade 1 Grammar Reading Foundational Skills
Language Conventions of Standard English
R Use collective nouns (ex.: group) R Form and use frequently occurring
ourselves) irregular plural nouns (ex.: feet, children, teeth, mice, fish)
Phonics and Word Recognition
R Distinguish long and short vowels when
reading regularly spelled one-syllable words additional common vowel teams words with long vowels suffixes
R Print all upper and lowercase letters R Use common, proper, and R Use singular and plural nouns with
matching verbs in basic sentences (ex.: He hops; We hop) pronouns (ex.: I, me, my; they, them, their, anyone, everything)
R Know spelling-sound correspondences for R Decode regularly spelled two-syllable R Decode words with common prefixes and R Identify words with inconsistent but
irregularly spelled words common spelling-sound correspondences
R Use reflexive pronouns (ex.: myself, R Form and use the past tense of frequently
occurring irregular verbs (ex.: sat, hid, told)
R Use personal, possessive, and indefinite R Use verbs to convey a sense of past,
present, and future (ex.: Yesterday I walked home; Today I walk home; Tomorrow I will walk home)
R Use adjectives and adverbs, and choose
between them depending on what is to be modified in shared language activities geographic names letters
R Recognize and read grade-appropriate
R Produce and expand complete sentences R Capitalize holidays, product names, and R Use commas in greetings and closings of R Use an apostrophe to form contractions
and frequently occurring possessives writing words
R Use frequently occurring adjectives R Use frequently occurring conjunctions
(ex.: and, but, or, so, because) demonstratives)
R Use determiners (ex.: articles and R Use frequently occurring prepositions
(ex.: during, beyond, toward)
R Produce and expand complete simple
and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts
R Capitalize dates and names of people R Use end punctuation for sentences R Use commas in dates and to separate
single words in a series
See our catalog for resources to help you implement the CCSS
R Generalize learned spelling patterns when R Consult reference materials, including
beginning dictionaries as needed to check/ correct spellings
R Use conventional spelling for words with R
R Determine or clarify the meaning of
Vocabulary Acquisition and Use
common spelling patterns and for frequently occurring irregular words
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (ex.: because)
unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies both print and digital, to determine or clarify the meaning of words and phrases
R Use glossaries and beginning dictionaries, R Use words and phrases acquired through
conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe
R Use words and phrases acquired through
13 Catalog 20
Resources to help you implement the Common Core State Standards (CCSS) from Kindergarten to Grade 2
Software Whiteboard Readers Deco dable Spelling & ar m Jo lly Gram pport Website Su ns Jo lly Actio s Jo lly Song
ing fun! Make learn
Fun resources for Jolly Phonics and Jolly Grammar
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Download it now from our website
www.jollylearning.com
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