+ 4 s
e g A
Jolly Phonics Workbooks
are perfect for practicing phonics skills Covering the 42 letter sounds of English, these books provide a wealth of material for children to practice 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
978-1-84414-675-8 JL6758
2 c k e h r m d
978-1-84414-676-5 JL6765
3 g o u l f b
978-1-84414-677-2 JL6772
4 ai j oa ie ee or
978-1-84414-678-9 JL6789
5 z w ng v oo oo
978-1-84414-679-6 JL6796
6 y x ch sh th th
978-1-84414-680-2 JL6802
7 qu ou oi ue er ar
978-1-84414-681-9 JL6819
Pack of all 7 Workbooks 978-1-84414-682-6 JL6826
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 h k t h r t h o hs
6
c x y
To see the full range of Jolly Phonics products, visit our website at www.jollylearning.com © Sue Lloyd, Sara Wernham, Christopher Jolly 2020 (text) © Lib Stephen 2020 (illustrations) Additional illustrations by Yoana Gurriz Muñoz Printed in China. All rights reserved. 82 Winter Sport Lane, Williston, VT 05495, USA Tel: 1-800-488-2665 Fax: (802) 864-7626 Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK Tel: +44 20 8501 0405 Fax: +44 20 8500 1696
www.jollylearning.com info@jollylearning.co.uk
JL6802_WBK6_outer_cover_AEPL.indd 2
ISBN 978-1-84414-680-2
ËxHSLIOEy146802z Reference: JL6802
Sue Lloyd and Sara Wernham Illustrations by Lib Stephen 10/05/2020 11:56 am
JL6802_WBK6_outer_cover_AEPL.indd 3
JL88_US_Book6_Cover_F.pdf
420 x 230 mm
in print letters 10/05/2020 11:56 am
Checklist
Further guidance Pages 2–11: Letter sounds
The Jolly Phonics Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.
Learning the letter sounds is the first step in reading, so it is important that children learn the sounds that are written as digraphs, as well as those represented by single letters. When the letter ‹x› is said there are actually two sounds: /k/ and /s/. The children need to respond to the letter ‹x› when they see it in a word, however, so they learn it as “one” sound, /ks/.
Reading
Recognizes the sixth group of letter sounds: y, x, ch, sh, th, th Can blend simple words and phrases that use the letter sounds taught so far
Page 12: 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. If the words he, me, she, we, be, the were written according to the letter sounds taught so far, they should all end with ‹ee›. The word “the” is usually pronounced with a swallowed vowel sound (a schwa) so the ‹e› sounds more like /uh/. “The” with a capital has been included because it occurs so often at the beginning of sentences. The children should be told to look for the “tricky” bit, as that is the bit they will need to remember.
Blending is an essential skill for reading. To read words, the sounds of the letters are blended together from left to right. Plenty of practice is needed to blend words with single letters and digraphs in them. Sample words include yak, box, chin, fish, three, bench.
Can read consonant blends fluently
Practicing consonant blends helps children to read and spell words that contain them.
Can read the tricky words he, me, she, we, be, the/The
Page 13: Anagrams
Some words are “tricky”; that is, they are irregular or use phonic knowledge not yet taught.
As the word for the picture is said, the child listens for the sounds and looks at the letters, then writes them in the correct order on the lines. The lines for the digraphs are slightly longer. (Answers: cat, fish, goat, rabbit, fox, crab, snail, parrot, chicken.)
Can read and understand words using the letter sounds learned so far Can recognize the numerals 1–6
Pages 14/15: Consonant blends
Writing
Blending skills for reading can be improved when consonant blends are practiced on their own. When blending words, encourage the child to say the blend, followed by the individual sounds, as in /cr–a–b/ and /fl–a–g/. Hearing the sounds in a blend is also important for writing. Say a blend, such as /cr/ and ask the child to say the individual sounds, /c/ /r/. With this type of practice a child is less likely to write, for example, “fog” instead of “frog.”
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.
Pages 16, 19: Writing words Left-handed grip
To spell a word you have to say it, listen for the sounds, and know how to write the letters for those sounds. (Answers: chimp, tree, train, bench, chop, teeth, paint, rain, feet.)
Right-handed grip
Page 18: Reading and comprehension
It is important that children understand the words that they are reading. Here the child reads the sentence, looks at the picture, and decides whether it is true or false. There is a faint ‹t› in “hatch” and a faint ‹e› in “have” to indicate that they are not sounded in these words, although they are needed to spell them.
Can form correctly the letters for the sixth group of sounds: y, x, ch, sh, th, th It is important that children form the letters correctly; this prevents problems developing when they move to joined-up (cursive) writing.
Page 20: Simple sentences
Can write the letters for the sounds when they are called out (dictated) Can hear the sounds in consonant blends
The child should read the sentences, then copy them onto the lines underneath the correct picture.
Page 22: Writing phrases
Practicing listening for the individual sounds in consonant blends helps children to write words that contain them.
Once children understand how to sound out and write words and have learned some tricky words, they can start to write simple phrases. Talk about the things in the picture. Dictate short phrases such as “a big pond,” “ducks swimming,” “a man sweeping,” “a floating boat,” “a dog with a stick,” “a cat up a tree.” Make sure to use only regular words with the sounds that the child has learned.
Can write the tricky words he, she, me, we, be, the/The Can form the numerals 1–6
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JL88_US_Book6_Cover_B.pdf
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Write your name:
1 JL6802_WBK6_layout_AEPrint.indd 1
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Bee, Inky, and Snake decide to go on a picnic. Inky is eating some yummy, yellow yogurt, y, y, y, yum!
2 JL6802_WBK6_layout_AEPrint.indd 2
Yy
Action: Pretend to eat yogurt from a spoon, saying y, y, y, y.
09/05/2020 5:48 pm
yum yum yum yum y y y yy y y y y yy y
P es
ell
ak am
3 JL6802_WBK6_layout_AEPrint.indd 3
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Say the word for each picture, listen for the sounds, and write the letters on the lines.
sh ch th eep
16
mo
ree
eese
ink
ip
ick
ell
op
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09/05/2020 5:48 pm
Checklist
Further guidance Pages 2–11: Letter sounds
The Jolly Phonics Workbooks teach progressively, with more to learn in each Workbook. Progress can be assessed on the skills checklist below.
Learning the letter sounds is the first step in reading, so it is important that children learn the sounds that are written as digraphs, as well as those represented by single letters. When the letter ‹x› is said there are actually two sounds: /k/ and /s/. The children need to respond to the letter ‹x› when they see it in a word, however, so they learn it as “one” sound, /ks/.
Reading
Recognizes the sixth group of letter sounds: y, x, ch, sh, th, th Can blend simple words and phrases that use the letter sounds taught so far
Page 12: 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. If the words he, me, she, we, be, the were written according to the letter sounds taught so far, they should all end with ‹ee›. The word “the” is usually pronounced with a swallowed vowel sound (a schwa) so the ‹e› sounds more like /uh/. “The” with a capital has been included because it occurs so often at the beginning of sentences. The children should be told to look for the “tricky” bit, as that is the bit they will need to remember.
Blending is an essential skill for reading. To read words, the sounds of the letters are blended together from left to right. Plenty of practice is needed to blend words with single letters and digraphs in them. Sample words include yak, box, chin, fish, three, bench.
Can read consonant blends fluently
Practicing consonant blends helps children to read and spell words that contain them.
Can read the tricky words he, me, she, we, be, the/The
Page 13: Anagrams
Some words are “tricky”; that is, they are irregular or use phonic knowledge not yet taught.
As the word for the picture is said, the child listens for the sounds and looks at the letters, then writes them in the correct order on the lines. The lines for the digraphs are slightly longer. (Answers: cat, fish, goat, rabbit, fox, crab, snail, parrot, chicken.)
Can read and understand words using the letter sounds learned so far Can recognize the numerals 1–6
Pages 14/15: Consonant blends
Writing
Blending skills for reading can be improved when consonant blends are practiced on their own. When blending words, encourage the child to say the blend, followed by the individual sounds, as in /cr–a–b/ and /fl–a–g/. Hearing the sounds in a blend is also important for writing. Say a blend, such as /cr/ and ask the child to say the individual sounds, /c/ /r/. With this type of practice a child is less likely to write, for example, “fog” instead of “frog.”
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.
Pages 16, 19: Writing words Left-handed grip
To spell a word you have to say it, listen for the sounds, and know how to write the letters for those sounds. (Answers: chimp, tree, train, bench, chop, teeth, paint, rain, feet.)
Right-handed grip
Page 18: Reading and comprehension
It is important that children understand the words that they are reading. Here the child reads the sentence, looks at the picture, and decides whether it is true or false. There is a faint ‹t› in “hatch” and a faint ‹e› in “have” to indicate that they are not sounded in these words, although they are needed to spell them.
Can form correctly the letters for the sixth group of sounds: y, x, ch, sh, th, th It is important that children form the letters correctly; this prevents problems developing when they move to joined-up (cursive) writing.
Page 20: Simple sentences
Can write the letters for the sounds when they are called out (dictated) Can hear the sounds in consonant blends
The child should read the sentences, then copy them onto the lines underneath the correct picture.
Page 22: Writing phrases
Practicing listening for the individual sounds in consonant blends helps children to write words that contain them.
Once children understand how to sound out and write words and have learned some tricky words, they can start to write simple phrases. Talk about the things in the picture. Dictate short phrases such as “a big pond,” “ducks swimming,” “a man sweeping,” “a floating boat,” “a dog with a stick,” “a cat up a tree.” Make sure to use only regular words with the sounds that the child has learned.
Can write the tricky words he, she, me, we, be, the/The Can form the numerals 1–6
JL6802_WBK6_inside_cover_AEPrint.indd 2
10/05/2020 8:59 am
JL6802_WBK6_inside_cover_AEPrint.indd 3
JL88_US_Book6_Cover_B.pdf
420 x 230 mm
10/05/2020 8:59 am
+ 4 s
e g A
Jolly Phonics Workbooks
are perfect for practicing phonics skills Covering the 42 letter sounds of English, these books provide a wealth of material for children to practice 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
978-1-84414-675-8 JL6758
2 c k e h r m d
978-1-84414-676-5 JL6765
3 g o u l f b
978-1-84414-677-2 JL6772
4 ai j oa ie ee or
978-1-84414-678-9 JL6789
5 z w ng v oo oo
978-1-84414-679-6 JL6796
6 y x ch sh th th
978-1-84414-680-2 JL6802
7 qu ou oi ue er ar
978-1-84414-681-9 JL6819
Pack of all 7 Workbooks 978-1-84414-682-6 JL6826
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 h k t h r t h o hs
6
c x y
To see the full range of Jolly Phonics products, visit our website at www.jollylearning.com © Sue Lloyd, Sara Wernham, Christopher Jolly 2020 (text) © Lib Stephen 2020 (illustrations) Additional illustrations by Yoana Gurriz Muñoz Printed in China. All rights reserved. 82 Winter Sport Lane, Williston, VT 05495, USA Tel: 1-800-488-2665 Fax: (802) 864-7626 Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK Tel: +44 20 8501 0405 Fax: +44 20 8500 1696
www.jollylearning.com info@jollylearning.co.uk
JL6802_WBK6_outer_cover_AEPL.indd 2
ISBN 978-1-84414-680-2
ËxHSLIOEy146802z Reference: JL6802
Sue Lloyd and Sara Wernham Illustrations by Lib Stephen 10/05/2020 11:56 am
JL6802_WBK6_outer_cover_AEPL.indd 3
JL88_US_Book6_Cover_F.pdf
420 x 230 mm
in print letters 10/05/2020 11:56 am