Jolly Phonics is a thorough foundation for reading and writing. It teaches the letter sounds in an enjoyable, multisensory way, and enables children to use them to read and write words.
This guide provides background advice for parents and teachers. It explains the principles behind Jolly Phonics so that your understanding of the teaching, and your ability to help a child, is much greater.
All the material is suitable for use in school and much of it is also well suited to use at home.
Jolly Phonics includes learning the irregular or 'tricky words' such as said, was and the. Together with these materials you should also use storybooks.
Parental support is important to all children as they benefit from plenty of praise and encouragement whilst learning. You should be guided by the pace at which your child wants to go. If interest is being lost, leave the teaching for a while rather than using undue pressure. Not all children find it easy to learn and blend sounds. It is important to remember that this is not because they are unintelligent but because they have a poor memory for symbols and words. Extra practice will lead to fluency in reading and help your child manage at school.
The five basic skills for reading and writing are:
1. Learning the letter sounds
2. Learning letter formation
3. Blending
4. Identifying sounds in words
5. Spelling the tricky words
1. Learning the Letter Sounds
In Jolly Phonics the 42 main sounds of English are taught, not just the alphabet. The sounds are in seven groups. Some sounds are written with two letters, such as ee and or. These are called digraphs. Note that oo and th can each make two different sounds, as in book and moon, that and three. To distinguish between the two sounds, these digraphs are represented in two forms. This is shown below.
Each sound has an action which helps children remember the letter(s) that represent it. As a child progresses you can point to the letters and see how quickly they can do the action and say the sound. One letter sound can be taught each day. As a child becomes more confident, the actions are no longer necessary.
Children should learn each letter by its sound, not its name. For instance, the letter a should be called a (as in ant) not ai (as in aim). Similarly, the letter n should be nn (as in net), not en. This will help in blending. The names of each letter can follow later.
The letters have not been introduced in alphabetical order. The first group (s, a, t, i, p, n) has been chosen because they make more simple three-letter words than any other six letters. The letters b and d are introduced in different groups to avoid confusion.
Sounds that have more than one way of being written are initially taught in one form only. For example, the sound ai (rain) is taught first, and then the alternatives a-e (gate) and ay (day) follow later.
