Jolly Phonics Workbooks 7

Workbook qu ou oi ue er ar

Sue Lloyd and Sara Wernham

Illustrations by Lib Stephen

Checklist

The Jolly Phonics Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.

Reading

Recognises the seventh group of letter sounds: qu, ou, oi, ue, er, ar

Can blend simple words and phrases that use the letter sounds taught so far Plenty of practice is needed to blend words that contain digraphs. Sample words include queen, shout, oil, cue, letter and shark.

Can read and understand simple sentences using the letter sounds and tricky words learned so far

Can read the tricky words I, to, do, are, all, was Some words are ‘tricky’; that is, they are irregular or use phonic knowledge not yet taught.

Can read and understand words

Children need to be able both to ‘read’ words and to understand what they have read. Can recognise capital letters and knows the sounds they make Can recognise the numerals 1–9

Writing

Holds a pencil correctly

Correct pencil hold is important. The ‘tripod’ grip is recommended. The pencil is held between the thumb and the first finger, with the third finger providing support underneath the pencil. The hand should rest on the table. Writing becomes easier and more fluent when the pencil is held correctly. Early guidance helps to prevent bad habits developing.

Can form correctly the letters for the seventh group of letter sounds: qu, ou, oi, ue, er, ar

These are all digraphs and should be written using joined-up writing.

Can write the letters for the sounds when they are called out (dictated)

Can write the tricky words I, to, do, are, all, was Some words are ‘tricky’; that is, they are irregular or use phonic knowledge not yet taught. Can form the numerals 1–9

Left-handed grip

Right-handed grip

Qu qu

On sunny days, Inky, Snake and Bee go to see the ducks. Inky pretends her paws are a beak and shouts qu, qu, qu, qu.

Action: Make a duck’s beak with your hands and open and close it, saying qu, qu, qu, qu.

In English words, ‹q› is always followed by ‹u›. The letters ‹q› and ‹u› make the sound /qu/ – not just ‹q›. The letter ‹q› borrows the sounds of ‹k› and ‹w›. You never write always

quick quiz quit

ar

A girl has a very bad sore throat. She goes to see the doctor He asks her to open her mouth wide and say ar.

Action: Open your mouth wide, and say ar.

Further guidance

Pages 2–10, 15–17: Letter sounds

Learning the letter sounds is the first step in reading, so it is important that the children learn the sounds that are written as digraphs, as well as those represented by single letters. In English words, the letter ‹q› never appears by itself; it is always followed by a ‹u›. The letters ‹qu› actually have two sounds /k/ and /w/, so it is not really a digraph. However, it is simpler for the children to learn it as ‘one’ sound, /kw/.

Page 5: Faint letters

There is a faint ‹e› in ‘house’ to indicate that it is not sounded in this word, although it is needed to spell it.

Pages 11–14: A small reading book

These four pages can be removed and made into a small reading book. The book uses the main letter sounds introduced in the Jolly Phonics Workbooks, along with a few of the tricky words that have been introduced. A few words have letters in faint type; this indicates they are not sounded in the word.

Page 19: Faint letters

English has a complicated writing system, with many unusual letter-sound correspondences. In order to provide more interesting stories, the early Jolly Phonics decodable readers use faint type for some letters. The children are taught not to sound the faint letters out when blending words. This page helps to prepare them for the early decodable readers.

Page 20: Capital letters

Some capital letters are exactly the same as the lower-case ones; some are different, however. The children need to recognise the capital for each letter and know the sound it makes. All capital letters are tall.

Page 21: Writing simple phrases

Talk about the picture and all the things in it. The child should say a short phrase, then have a go at writing it down. Keep it simple! Examples: ‘a sail boat’, ‘a man floating’, ‘a fisherman with a net’. If the child comes up with a sentence rather than a phrase, this is an opportunity to explain that a sentence needs a capital letter at the beginning and a full stop at the end. Once the children know one way of writing the main sounds in English, they should be able to attempt to write any word they want to. Not all of them will be spelt correctly, but they should be ‘phonically sensible’, meaning they can be read. As the children read and learn more, their spelling will become more accurate.

Page 22: Tricky words

Some frequently used words, needed to make sentences, are ‘tricky’. ‘Tricky words’ are either irregular or use phonic knowledge that has not yet been taught. The children should be told to look for the ‘tricky’ bit, as that is the bit they will need to remember. The six tricky words learned in the Jolly Phonics Workbook 6 are revised here and six more are introduced.

Jolly Phonics Workbooks

are perfect for practising phonics skills

Covering the 42 letter sounds of English, these books provide a wealth of material for children to practise their reading and writing skills. Each sound is presented with a simple story and action, a letter formation guide and a section for writing practice.

Engaging exercises and fun activities allow children to apply their phonic knowledge in reading and spelling regular words, as well as some ‘tricky’ words with irregular spellings.

Each of the seven books helps children develop their phonic skills further, moving from simple letter-sound recognition and letter formation early on to reading sentences and writing short phrases in the later books.

To see the full range of Jolly Phonics products, visit our website at www.jollylearning.co.uk

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