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How does Jolly Literacy link to TEFL?

Teaching both programs across the week enables students to develop effective communication skills, helping them express themselves accurately and confidently in English. This is a lifelong skill and is necessary for students to begin to develop intellectually, socially, emotionally, culturally, and spiritually.

The focus of Jolly Literacy progressively develops reading comprehension and writing skills, which are the foundation for the English level exams and provides additional opportunities to practice speaking and using vocabulary and language structures.

Together, the programs offer a complete foundation for English language learning, using topics and themes that allow for vocabulary acquisition, as well as scaffolding more complex concepts of English that are introduced in later levels.

What is in the Reading Comprehension & Writing Skills Program?

• a complete, structured program for Levels 1 and 2 (for students aged 5 to 7)

• each level contains 36 weeks of unique comprehension and writing units – one lesson of Reading Comprehension and one lesson of Writing Skills per unit

• an hour for each lesson, dependent on usage, but also with the flexibility to be used in different ways in a variety of settings

• full-color, write-in Reading Comprehension Student Book featuring the text to read and activities to complete

• black and white, write-in Writing Skills Workbook to support independent writing

• full-color Teacher’s Book containing stepby-step lesson plans, further activities, and extension ideas

For each level, a copy of the appropriate Reading Comprehension Student Book should be given to every student in the class. For ease of use, the Teacher’s Book has a comprehensive introduction to the program and explains the methodology. It is a good idea to read this before starting the Program. The second part of the Teacher’s Book provides structured lesson plans that give step-by-step guidance on all aspects

of both the Reading Comprehension and the Writing Skills lesson, including the Student Book activities. For each unit, the first spread covers Reading Comprehension and the second spread deals with Writing Skills.

How should the core materials be used?

Reading Comprehension Student Book:

Each unit in the Student Book features a piece of text to read together, which reflects the topics of the Spelling, Grammar, & Punctuation teaching of that week. A variety of different genres are included: from stories to rhymes, plays, newspaper articles, biographies, and letters, with an engaging mix of photographic images and illustrations. Alongside the text are purposeful questions and activities requiring students to understand and reflect on what they have heard or read. The write-in element of the Student Book allows the student real ownership of their learning journey, as they interact with the text, discuss questions, write answers, and gain deeper insights into what they have read. Giving each student their own Student Book also makes it easier for teachers to assess the students’ answers and penmanship as they strive towards the learning objectives.

Introduction

Writing Skills Workbook:

The Writing Skills Workbook enables students to develop their own independent, imaginative, and creative ideas around the topic taught for that week. There are options for illustrating their own writing, pages and objects to cut out and use, decorative frames for stories, fun shapes to write in and interesting lined layouts to shape and support their writing. Students will be challenged and inspired to have a go at creating their own range of texts – from poems to stories, posters, logs, recipes and blogs.

Teacher Book:

The Reading Comprehension & Writing Skills Teacher’s Book is the essential teaching resource for the program, providing step-by-step plans for both the reading comprehension and writing lessons. The easily navigable book pulls together all the elements to talk about and discuss with the class, suggests books and stories to extend reading, gives rhyme time options, provides extensions for higher level students, and adds further activities to try around the unit.

Texts/formats covered in Level 2:

Writing Skills lesson

How to navigate a Writing Skills lesson in the Workbook:

The unit number and type of lesson

Most instructions can be found in the Teacher’s Book, but there may be labels to help guide the students too.

The students are encouraged to think about and plan what they are going to write, and to make decisions on how to color or illustrate their work.

Lined space is provided for the students’ writing. It can help them focus on their ideas and presentation, and to be proud of their writing.

How to navigate a Writing Skills lesson in the Teacher’s Book:

Step-by-step guidelines provide instructions for each part of the lesson.

Step 1 may be to remind the students about the topic they discussed in the reading comprehension lesson, and reread the text or revisit vocabulary.

Step 2 allows the students to discuss their thoughts, ask and answer questions, and share their opinions. They will often begin to plan their writing out loud at this stage.

Step 3 provides guidance on the writing that the students will be doing.

The unit number and type of lesson to be taught can be found on these tabs throughout the Teacher’s Book.

This is the title of the lesson.

Step 4 brings the class together so the students can share their work, as well as read and listen to each other as a group.

Linked to the topic, these extension activities can be done as a class, individually, or in groups.

The assessment criteria is graduated in order for the teacher to assess quickly the ability of each student based on the work for that unit and give feedback where needed.

The learning objectives list the skills or knowledge that are covered in each lesson.

Often, the Workbook page is shown here for planning purposes and easy reference.

Some further activities connected to the things the students are learning in the unit are suggested here.

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Spelling Patterns silent letters alternative spellings for the vowel sounds silent ‹b› silent ‹w› silent ‹k› silent ‹h› silent ‹g› silent ‹c› /ai/ ‹ei›, ‹eigh› for /ai/ /ee/ ‹ey› for /ee/ ‹ie› for /ee/ ‹ea› for

• Reinforce and extend the students’ phonic knowledge in the weekly spelling lessons with spelling lists, word banks, dictation, and spelling tests.

• Consolidate the students’ writing skills: segment spelling list words and use chin bumps for longer words; write word or sentences from dictation; use words with focus graphemes in sentences.

• Provide systematic revision using flashcards, the short vowel actions, the vowel hand, and the vowel song.

• Ensure that the tricky parts of the tricky word family words are known and can be recognized (for reading) and remembered (for writing).

• Use familiar spelling strategies for unusual spellings, like say it as it sounds, mnemonics, and the tricky word spelling routine to help the students remember the tricky parts.

• Practice writing the tricky word family words regularly in the weekly spelling tests and sentence dictation.

• Encourage the students to spot the tricky word family words in texts and books they are reading.

Spelling, Grammar, & Punctuation sentence writing capital letters and proper nouns spelling rules for adding suffixes possession and possessive adjectives spelling rules for adding plural word endings identifying complete sentences using conjunctions to join clauses spelling rules for adding suffixes adding the suffix ‹-ed› & the doubling rule exclamation marks

• Extend and refine the students’ knowledge: sentences must have a verb, make sense, and end with a period, question mark, or exclamation mark; speech goes inside speech marks; commas separate words in lists; encourage the students to proofread their writing and to use analogy as a useful spelling strategy.

• Reinforce the students’ grammar and spelling knowledge in class reading and writing, and point out examples where spelling, grammar, or vocabulary points overlap: for example, when adding a suffix to a root word changes the part of speech, or the need to use different punctuation marks for different types of sentence.

determiners

proper made by adding ‹-ful›, ‹-less› possessive ‹-s›, ‹-es›, ‹-ies› of location and movement a sentence needs a verb (and, or, but, when, if, that, because) of manner made by adding ‹-ly› regular past tense irregular past tense

capital letters

• Deepen existing understanding of parts of speech and introduce new ones using simple, child-friendly definitions that expand over time, along with a color and action.

Parts of Speech

• Practice simple parsing activities regularly, identifying one or more parts of speech in sentences, underlining the words in the appropriate color; conjugate verbs with actions.

Mother’s Day

Breakfast (story)

Mr Nobody (poem)

Biography of Helen Keller (biography)

Zack’s blog (blog)

Reindeer (nonfiction)

Captain Noah’s Log (ship’s log)

Garden scene (story)

Gnomes to the Rescue (story)

How the Rhinoceros got its Skin (fable)

The Sword in the Stone (story)

Wrecks (nonfiction)

Tom Thumb (folktale)

Writing questions for an interview

Writing a biography

Researching a famous person

Writing a blog

Writing fun facts

Writing a ship’s log

Writing a set of instructions

Creating a character

Retelling a story; story sequencing

Writing a description of a knight

Writing about what happens each month

Retelling a story; story sequencing

• Reinforce the students’ understanding of basic sentence structure in their reading and writing; begin with a simple definition and expand over time.

• Encourage the students to use techniques like finger spaces to make sure words are separated clearly in their writing.

Reading

Skills

Writing

Comprehension &

Zack’s Blog

Main learning objective

Read, recall details from, and understand the features of a blog.

1. Introduce the text

Briefly introduce the text and talk about it. Tell the students that a blog is a piece of writing that is online or on a website. It is written by someone about a subject they are interested in or that they want to tell other people about. It can be regularly updated too.

Remind the students what a diary is, and explain that blogs are a bit like diaries, except they do not have a space or an entry for every day. Whoever is writing them decides how

2. Read and talk about the text

Read the text with the class. Ensure that the students can see the text as you read it. Look at any unusual words, such as younger, chewing, season, leagues, draw, penalties, posting, and check that the students understand what they mean.

Ask the students if any of them belong to any sports or hobby clubs such as softball, soccer, dance, theatre, or Scouts.

A blog is the name, or noun, for this type of writing. It can also be a verb: to blog means to write and publish a blog. The person writing the blog is called a blogger.

Story time

3. Comprehension activities

Look at Unit 9 in the Student Book with the class. Tell the students to:

1. Answer the multiple choice questions by coloring the box with the correct answer.

2. Read and answer the questions. Remind the students to write in complete sentences where possible.

The students can also...

• Think of more words with the /ee/ sound: for example, cheese, these, weak, dream, three

• Read the text again with a partner using lots of expression.

4. Discussion

In groups or pairs have the students discuss how they think Zack felt when he scored the winning penalty. How can they tell he was pleased?

5. Plenary

Ask some students how they think Zack felt when he scored the winning penalty. Why might he have felt relieved? (He might have felt stressed and worried before taking the penalty, in case he missed. So, he was relieved when he scored.)

Learning objectives

The students are learning to:

• Read fluently and with expression.

• Increase vocabulary and comprehension.

• Use inference and prediction.

Further activities

• Make a graph or bar chart to show the different clubs and activities the students take part in.

• Ask a few students to talk to the class about a club they belong to. If several belong to the same club, they could work together as a group to do this.

• Link what they read to their own experiences.

• Appreciate rhymes, and recite them by heart.

Writing a Blog

Main learning objective

Write a blog, using an informal chatty style.

Reread Zack’s blog. Remind the students of any blogs they have read, either with you or on their own. Ask some of the students to say

2. Talk about the writing

Explain to the students that they are going to write a blog post of their own. The word blog is a shortened version of the word weblog and someone who blogs is called a blogger.

The students will need to introduce themselves and tell the reader a little bit about their lives. Then they will need to say a bit about what they want to blog about as an introduction. It could be a club or organisation they belong to,

3. Writing activity 1. Introduce the activity

a few sentences about their families. Ask some to say something about any clubs they belong to or hobbies they have.

or just about their own life, their pet(s), their school, or even what they eat for lunch.

Ask the students if they have any ideas about what they would like to blog about. Ask them to think about and suggest a title for their blog (which should give an indication of what the blog is about). It is better if the title is a memorable one.

1. Tell the students to decide what they want to blog about. They can make some notes about themselves and what they want people to know.

2. Next, they need to think up a good title for their blog. Ask them to make some notes about what they are going to include in their blog.

3. Remind the students that, as they start to write their first blog piece, they should introduce themselves and write as if they are talking to the person reading their writing. A blog is not a formal piece of writing, so they need to write in a chatty, informal style.

The students can also...

• Reread their work, ensuring it makes sense and checking it.

• Find a partner and read each other’s blogs. Is there anything that could be made clearer or worded differently? Remind the students that any comments and suggestions on each other’s work should be constructive and not unpleasant.

4. Plenary

Ask a few students to read some, or all, of their blog.

Further activities

• Draw or paint a picture of a club they belong to.

• Talk or write about why they like the club.

Assessment

The student writes some sentences about him or herself and any clubs (s)he belongs to; correctly spells known words and plausibly spells unknown or irregular words; the writing is mostly in complete sentences with some punctuation (capital letters and periods).

The student independently writes about him or herself and any clubs (s) he belongs to; correctly spells known words and plausibly (or correctly) spells unknown or irregular words; the writing is both informal (chatty) and informative, and in complete sentences, with correct use of punctuation marks (periods, question, exclamation, and speech marks).

The student independently writes some sentences about him or herself and any clubs (s)he belongs to; correctly spells known words and plausibly spells unknown or irregular words; the writing is in complete sentences, with mostly correct use of capital letters and periods (possibly also question, exclamation, and speech marks).

Learning objectives

The students are learning to:

• Understand and recognize the features of a blog.

• Write in sentences, with correct punctuation.

• Think about and plan what they are going to write.

• Write in the first person.

• Reread their writing to check it.

A Trip to the Seashore

Main learning objective

Read and understand the features of an informal letter.

1. Introduce the text

Briefly introduce the text and talk about it. Explain that it is a letter written by a girl (Cami) to her grandmother about a day out that Cami and her brother Sam had with their dad. They went to explore along the seashore at a place called Sandy Bay. Ask where the students have been to for a day out.

2. Read and talk about the text

Ask if any of the students have ever received or written a letter. Explain that letters can be formal, such as a bill or a letter from a doctor, or informal like this one, where Cami is writing to her grandmother. She writes as though she is chatting to her granny.

Read the letter with the class. Point out how it starts and finishes, and that it has Cami’s address at the top. Look at any unusual words, such as explore, beachcombing, shore, bladderwrack, cuttlefish, disk, tentacles, embryo, folklore, oblong, and check the students understand what they mean. Point out any punctuation and encourage them to read with expression and fluency.

Story time

3. Comprehension activities

Look at Unit 14 in the Student Book with the class. Tell the students to:

1. Answer the multiple choice questions by coloring the box with the correct answer.

2. Read and answer the questions. Remind the students to write in complete sentences where possible.

The students can also...

• Write out their own address, or look it up on a map.

• Read the text again with a partner using lots of expression.

4. Discussion

In groups or pairs, have the students discuss what things they think a mermaid might have in their purse or handbag. (A comb for their

5. Plenary

Ask some students to share what they thought a mermaid might have in their purse or handbag.

hair, shells to use as coins, a pot of green algae to polish their scales, comfy cushion for sitting on, a song book.)

Further activities

• Find out about beachcombing and the shoreline.

• Find out about shells and creatures you might find on the shoreline, such as, cuttlefish, sharks, and rays.

• Draw some pebbles or shells (still life), or paint designs on some stones.

Learning objectives

The students are learning to:

• Read fluently and with expression.

• Understand that informal letters are written in the first person.

• Understand that letters are informal when written to a friend or family member.

• Increase vocabulary and comprehension.

• Appreciate rhymes, and recite them by heart.

Writing about Yourself

Main learning objective

Learn about what an autobiography is, and write about themselves.

1. Introduce the activity

Remind the students that a biography is the life story of someone, but written by someone else. Ask some students who they chose to write about when they wrote a biography in Unit 11. Remind the students that for Unit 10

2. Talk about the writing

Explain to the students that this week they are going to write about themselves. If someone writes their own life story it is called an autobiography. The prefix auto indicates it is written by that person.

Tell the students that they need to think about themselves – not just what they look like, but also their character or personality, and the things they are good at and like doing. Ask them to think about some adjectives to

3. Writing activity

1. Tell the students they are going to write a piece about themselves.

2. Ask them to write the title, All About Me.

3. Encourage them to write about who they are, their hobbies, things they like doing, and how they feel about school.

4. Explain that when they are writing they should start a new paragraph and a new line for each different aspect they are writing about. So, the first paragraph might be about what they look like, the second about their characteristics (kind, friendly), and the third about a hobby.

they had to find out about the person using books or the internet. In Unit 13 they also wrote about someone in their family by asking them questions.

describe their physical characteristics (like their hair color, whether they are tall or short). Then, get them to think about words to describe their character. (For example: brave, shy, loud, quiet, determined.)

Ask the students why they think they are these things and if they can give an example to show this. (For example: I am a kind person because I help my friends.)

The students can also...

• Reread their work, ensuring it makes sense and checking it.

• Draw a self-portrait.

4. Plenary Further activities

Share some of the students’ work, either by showing it to the other students, or asking some of them to read out what they have written.

• Find and read some autobiographies.

• Paint, draw, or college a self-portrait.

• Paint a picture of yourself or take a selfie.

• Think of adjectives to describe themselves, and write them around a photo of themselves.

• Write an acrostic poem about themselves using their name.

Assessment

The student writes a few mostly descriptive sentences about themselves, correctly spelling known words and plausibly spelling unknown or irregular words; the writing is mostly in complete sentences with some punctuation (capital letters and periods).

The student writes a thoughtful, reflective, interesting, and original piece about themselves, correctly spelling known words and plausibly (or correctly) spelling unknown or irregular words; the writing is in complete sentences, with correct use of punctuation marks (periods, question, exclamation, and speech marks).

The student writes a piece about themselves, including some reflective ideas, correctly spelling known words and plausibly spelling unknown or irregular words; the writing is in complete sentences, with mostly correct use of capital letters and periods (possibly also question, exclamation, and speech marks).

Learning objectives

The students are learning to:

• Think about and plan their writing.

• Include relevant and interesting information.

• Write in the first person.

• Organize their writing into paragraphs.

• Reread and correct their writing.

Reading Comprehension & Writing Skills is a program that gives young students the skills they need to become confident listeners, speakers, readers, and writers. It can be used independently but also works well alongside Spelling, Grammar, & Punctuation, and features the same multisensory, active, and fun approach. The systematic and cumulative syllabus enables students to read a variety of texts and genres with deeper understanding and enthusiasm, expand their vocabulary, and write confidently using their own experiences and imagination.