Jolly Phonics Workbook 2 JL6529 - British English precursive

+ 4 s

e g A

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.

LETTER SOUND GROUP

ISBN

1 s a t i p n

978-1-84414-651-2 JL6512

2 c k e h r m d

978-1-84414-652-9 JL6529

3 g o u l f b

978-1-84414-653-6 JL6536

4 ai j oa ie ee or

978-1-84414-654-3 JL6543

5 z w ng v oo oo

978-1-84414-655-0 JL6550

6 y x ch sh th th

978-1-84414-656-7 JL6567

7 qu ou oi ue er ar

978-1-84414-657-4 JL6574

Pack of all 7 Workbooks 978-1-84414-658-1 JL6581

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.

W

k o o b k r o r h e c k

m d

2

To see the full range of Jolly Phonics products, visit our website at www.jollylearning.co.uk © Sue Lloyd, Sara Wernham, Christopher Jolly 2020 (text) © Lib Stephen 2020 (illustrations) Additional illustrations by Yoana Gurriz Muñoz Printed in China. All rights reserved.

Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK Tel: +44 20 8501 0405 Fax: +44 20 8500 1696 82 Winter Sport Lane, Williston, VT 05495, USA Tel: 1-800-488-2665 Fax: (802) 864-7626

www.jollylearning.co.uk info@jollylearning.co.uk

JL6529_WBK2_outer_cover_BEpc.indd 2

ISBN 978-1-84414-652-9

ËxHSLIOEy146529z Reference: JL6529

Sue Lloyd and Sara Wernham 10/05/2020 12:16 pm

JL6529_WBK2_outer_cover_BEpc.indd 3

JL88_UK_Book2_Cover_F.pdf

Illustrations by Lib Stephen 420 x 230 mm

10/05/2020 12:16 pm

Checklist

Further guidance Page 1: Write your name

The Jolly Phonics Workbooks teach progressively, with more to learn in each Workbook.

Progress can be assessed on the skills checklist below.

At first write the child’s name on the page for them to copy. Use a capital letter only at the beginning of their name. You could make a name card; see the activity on page 24.

Reading

Pages 2–13: Letter sounds

Recognises the second group of letter sounds: c, k, e, h, r, m, d Can blend simple words that use the letter sounds taught so far

Blending is an essential skill for reading. To read words, the sounds of the letters are blended together from left to right. Some children find it easier at first to hear the word if someone else says the sounds. Sample words include it, hen, cat, rip, mad, drink.

Knows that when ‹ck› is in a word, the sound is said only once

Pages 2–3, 19: Forming the letter ‹k›

It is important that ‘exit strokes’ or ‘joining tails’ are put on the end of certain letters; this will help later with developing joined–up writing. The letter ‹k› is introduced in a looped form (‹k› rather than ‹k›) as it can be written in one continuous movement. Tell the children to go back up the line only a little way before making the loop, otherwise the letter can look like a capital ‹R›!

In words with ‹ck›, such as ‘neck’, the /k/ sound should be said only once: /n-e-k/, not /n-e-k-k/. This applies to doubled consonants in general, as in hiss, tennis, kitten, and dress.

Can recognise the numerals 1–2

Pages 14, 16, 22: Hearing sounds in words

Writing

Good spellers are able to hear all the sounds in words. However, they need plenty of practice in order to do this.

• p.14 – Initial sounds: tiger, house, panda, snake, ink, moon, cat/kittens, rabbit, dog, nest, ants, eggs.

• p.16 – The child says each word on this page, listens carefully for the final sound and then writes it in: hen, pen, net, hat, rat, cap, man, sad, cat.

• p.22 – The child says the word for each picture and then crosses out the picture of the word that does not have the sound in: cat, hat, sun, ant, bee, apple.

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.

Remember to introduce each letter by its sound, not its name. So, for example, ‹h› is pronounced /huh/, not /aitch/; ‹e› is /e/, not /ee/; and ‹m› is /mmm/, not /em/. Each sound has an action to help the children remember it more easily. When a sound is introduced, its capital letter is shown.

Children need to recognise capital letters and say the sounds they make, especially when reading words that come at the beginning of a sentence.

Left-handed grip

Page 15: Handwriting practice for ‹c›

Right-handed grip

Can form correctly the letters for the second letter-sound group:

The letter ‹c› is written in an anti-clockwise direction. This ‘caterpillar ‹c›’ shape is also the start of the letters ‹a›, ‹d›, ‹o›, ‹g›, ‹q›. Note that the letter ‹d› is unusual in that the top of the letter is not the starting point.

It is important that children form the letters correctly; this prevents problems developing when they move to joined-up (cursive) writing.

These pages can be removed, cut and folded to form a small book. The words in the story contain letters from the first two letter-sound groups only.

c, k, e, h, r, m, d

Page 17–18: Little Red Hen book

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

Page 19: /ck/ spellings

Writing the correct letter on hearing a sound is a different skill from just being able to form the letters correctly. When sounding out words, children need to be able to write the letters quickly, without having to think how to form them.

Work on these spellings reinforces the rule that when two letters that make the same sound come together, as with ‹c› and ‹k›, you say the sound only once.

Page 20: Spelling patterns

Can hear the final sound in a word.

The ability to recognise the same, or similar, spelling patterns in different words will help to improve spelling and reading.

End sounds can be more difficult to hear than initial sounds.

Can form the numerals 1–2

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10/05/2020 8:56 am

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JL88_UK_Book2_Cover_B.pdf

420 x 230 mm

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Write your name:

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Cc

Kk

Some Spanish dancers are performing.

The ladies wear bright dresses and click castanets, ck, ck, ck, ck.

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Action: Snap your fingers together in the air as if you are playing castanets, and say c, k, ck, ck.

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k

The letters ‹c› and ‹k› make the same sound. To help remember the different shapes, we call them:

caterpillar /c/

kicking /k/

k

c c c c c c k k k k k ck ck ck ck c ap

sti ck

ki ck c at

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✂

Write the letter for the sound at the end of each word.

he

pe

ne

ha

ra

ca

ma

sa

ca

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Checklist

Further guidance Page 1: Write your name

The Jolly Phonics Workbooks teach progressively, with more to learn in each Workbook.

Progress can be assessed on the skills checklist below.

At first write the child’s name on the page for them to copy. Use a capital letter only at the beginning of their name. You could make a name card; see the activity on page 24.

Reading

Pages 2–13: Letter sounds

Recognises the second group of letter sounds: c, k, e, h, r, m, d Can blend simple words that use the letter sounds taught so far

Blending is an essential skill for reading. To read words, the sounds of the letters are blended together from left to right. Some children find it easier at first to hear the word if someone else says the sounds. Sample words include it, hen, cat, rip, mad, drink.

Knows that when ‹ck› is in a word, the sound is said only once

Pages 2–3, 19: Forming the letter ‹k›

It is important that ‘exit strokes’ or ‘joining tails’ are put on the end of certain letters; this will help later with developing joined–up writing. The letter ‹k› is introduced in a looped form (‹k› rather than ‹k›) as it can be written in one continuous movement. Tell the children to go back up the line only a little way before making the loop, otherwise the letter can look like a capital ‹R›!

In words with ‹ck›, such as ‘neck’, the /k/ sound should be said only once: /n-e-k/, not /n-e-k-k/. This applies to doubled consonants in general, as in hiss, tennis, kitten, and dress.

Can recognise the numerals 1–2

Pages 14, 16, 22: Hearing sounds in words

Writing

Good spellers are able to hear all the sounds in words. However, they need plenty of practice in order to do this.

• p.14 – Initial sounds: tiger, house, panda, snake, ink, moon, cat/kittens, rabbit, dog, nest, ants, eggs.

• p.16 – The child says each word on this page, listens carefully for the final sound and then writes it in: hen, pen, net, hat, rat, cap, man, sad, cat.

• p.22 – The child says the word for each picture and then crosses out the picture of the word that does not have the sound in: cat, hat, sun, ant, bee, apple.

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.

Remember to introduce each letter by its sound, not its name. So, for example, ‹h› is pronounced /huh/, not /aitch/; ‹e› is /e/, not /ee/; and ‹m› is /mmm/, not /em/. Each sound has an action to help the children remember it more easily. When a sound is introduced, its capital letter is shown.

Children need to recognise capital letters and say the sounds they make, especially when reading words that come at the beginning of a sentence.

Left-handed grip

Page 15: Handwriting practice for ‹c›

Right-handed grip

Can form correctly the letters for the second letter-sound group:

The letter ‹c› is written in an anti-clockwise direction. This ‘caterpillar ‹c›’ shape is also the start of the letters ‹a›, ‹d›, ‹o›, ‹g›, ‹q›. Note that the letter ‹d› is unusual in that the top of the letter is not the starting point.

It is important that children form the letters correctly; this prevents problems developing when they move to joined-up (cursive) writing.

These pages can be removed, cut and folded to form a small book. The words in the story contain letters from the first two letter-sound groups only.

c, k, e, h, r, m, d

Page 17–18: Little Red Hen book

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

Page 19: /ck/ spellings

Writing the correct letter on hearing a sound is a different skill from just being able to form the letters correctly. When sounding out words, children need to be able to write the letters quickly, without having to think how to form them.

Work on these spellings reinforces the rule that when two letters that make the same sound come together, as with ‹c› and ‹k›, you say the sound only once.

Page 20: Spelling patterns

Can hear the final sound in a word.

The ability to recognise the same, or similar, spelling patterns in different words will help to improve spelling and reading.

End sounds can be more difficult to hear than initial sounds.

Can form the numerals 1–2

JL6529_WBK2_inside_cover_BEpc.indd 2

10/05/2020 8:56 am

JL6529_WBK2_inside_cover_BEpc.indd 3

JL88_UK_Book2_Cover_B.pdf

420 x 230 mm

10/05/2020 8:56 am

+ 4 s

e g A

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.

LETTER SOUND GROUP

ISBN

1 s a t i p n

978-1-84414-651-2 JL6512

2 c k e h r m d

978-1-84414-652-9 JL6529

3 g o u l f b

978-1-84414-653-6 JL6536

4 ai j oa ie ee or

978-1-84414-654-3 JL6543

5 z w ng v oo oo

978-1-84414-655-0 JL6550

6 y x ch sh th th

978-1-84414-656-7 JL6567

7 qu ou oi ue er ar

978-1-84414-657-4 JL6574

Pack of all 7 Workbooks 978-1-84414-658-1 JL6581

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.

W

k o o b k r o r h e c k

m d

2

To see the full range of Jolly Phonics products, visit our website at www.jollylearning.co.uk © Sue Lloyd, Sara Wernham, Christopher Jolly 2020 (text) © Lib Stephen 2020 (illustrations) Additional illustrations by Yoana Gurriz Muñoz Printed in China. All rights reserved.

Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK Tel: +44 20 8501 0405 Fax: +44 20 8500 1696 82 Winter Sport Lane, Williston, VT 05495, USA Tel: 1-800-488-2665 Fax: (802) 864-7626

www.jollylearning.co.uk info@jollylearning.co.uk

JL6529_WBK2_outer_cover_BEpc.indd 2

ISBN 978-1-84414-652-9

ËxHSLIOEy146529z Reference: JL6529

Sue Lloyd and Sara Wernham 10/05/2020 12:16 pm

JL6529_WBK2_outer_cover_BEpc.indd 3

JL88_UK_Book2_Cover_F.pdf

Illustrations by Lib Stephen 420 x 230 mm

10/05/2020 12:16 pm