Teaching
Week1
Week2
Week3
Week4
Week5
Week6
Week7
Week8
Weeks
9–12
Letter
Recognition
•Sound
sheets
&actions
•Flashcards&games
•Sound
books
•Alphabetfrieze:putup
sectionby
section
sa
ti
pn
ck
eh
rm
dg
ou
lf
bai
joa
ieee
orz
wng
voo
oo
yx
chsh
thth
quou
oiue
erar
Continue
revising
letter
sounds
•Introduction
oflettersoundsandactionsthroughstories,atarateofonesoundaday
•Revisionoflettersoundsuntilthe
childrenknow
them
well
Learningthesoundsofthe
capitallettersinprepara-
tion
forreadingbooks
Letter
Formation
•Multisensorypractice:
-pencilhold
-correctformation
•Feelingthelettershapes:airwriting
/groovedlettersintheFingerPhonicsbooks
•Joiningdigraphsandwordsintheair
(onlyforschoolswithan
earlyjoined-handwriting
policy)
•Neatletter-formationpractice:sound
sheets,dry-wipeboards,linedpaper
Blending
•Hearing
thewordafter
thesoundshavebeen
spoken
bythe:
a)teacherb)children
•Lettergames/activities
•Wordboxes
•Auralblending:
-adultsayssounds
inword
-childrenidentifyword
•Blendingwordswith:
-initialconsonantblends
egstopandflag
-doublelettersegduckandhill
•Wordboxes/strips:forchildrenwho
canblend
andknow
mostlettersounds
•RedJPReaders:forchildrenwho
canblend
wordboxesandknow
thefirst12
tricky
words
•Blendingsimplewordsthatusetheknownlettersounds,including
wordswithdigraphs
Identifying
Sounds
inWords
•Encodingregularwords
•Writing
simplesentences
•Dictation
Identifyingsounds
inwords:Istherea
/s/innest?Isitat
thebeginning,the
middleortheend?
•Dictation
oflettersoundsand
simpleregularwords
•Dictation
oflettersoundsandsimpleregularwordswithdigraphs
•Countingthesounds:
-Teachercallsoutsimplewordsegdog,clap,sheep
-Classrespondswithindividualsounds,holding
upafingerforeachsound:
/d-o-g/(3sounds,3
fingers);/c-l-a-p/(4sounds,4
fingers);/sh-ee-p/(3sounds,3
fingers)
Tricky
Words
•Readingtricky
words
•Learningthespelling
oftricky
words
Learning
towrite
firstname
Learningtoread
andspellthe
first
12tricky
words:I,the,he,she,
me,we,be,was,to,do,are,all
SuggestedTimetable:first12
weeks
ofJollyPhonics
Week:
1314
1516
1718
1920
2122
2324
Letter
Recognition
•Revisionofthe42
lettersounds,plusthealternativesthathavebeen
taught
•Teachingthe‹y›spelling
forthe/ee/sound
•Revisionoftheshortvowels
•Teachingthat,insomewordswithshortvowels,
theconsonantisdoubled,or‹ck›isused
•Teaching‘magic‹e›’:
a_e,e_e,i_e,o_e,u_e
Teach‹ay›
for/ai/&
‹oy›for/oi/
Teach‹ea›
forthe
/ee/sound
Teach‹y›
forthe
/ie/sound
Teach‹ow›
forthe
/oa/sound
Teach‹ir›&
‹ur›forthe
/er/sound
Teach‹ew›
for/ue/
&/oo/
•Teaching‹ue›and‹u_e›
forthelong
/oo/sound
Letter
Formation
•Revisionofthelower-caseletters,plusthecapitallettersthathavebeen
taught
•Introductionoftheletternam
esthrough
reciting/singingthealphabet
Teaching
capitals:
SATIPN
Teaching
capitals:
CKEHRMD
Teaching
capitals:
GOULFB
•Capital
J
•Revising
digraphs:
ai,ee,ie,
oa,ue
•Capitals:
ZW
V
•Revising
digraphs:
ng,oo
•Capitals:
YXQ
•Revising
digraphs:
ch,sh,th
•Revision:
-alphabet
-capitals
•Revision:
-capitals
Ato
M
-formation
b&d
Revision:
capitals
Nto
Z
Revision:
caterpillar
/ck/letters
cadogq
Revision:
tallletters
bdhklt
Revision:
letters
withtails
fgjp
qy
Blending/
Reading
•Reading
words,phrasesandsentencesasfrequentlyaspossible,and
usingblending
forunknownwords
•Blendingwordswith
‹y›forthe/ee/sound
Blending
words
with‹ck›
Revision:
double
letters&
‹ck›words
Blendingwords
with
‘magic‹e›’
Sufficientteaching
nowcoveredforchildrentostartreadingJollyPhonics
Readers,yellowlevel.Onlygivetoconfidentreadersatthisstage.
•Blendingwordswith
doubleletters
Com
prehending
sentences
Blend
‹ay›&
‹oy›words
Blend
‹ea›
words
Blend
‹y›as
/ie/words
Blend
‹ow›
as/oa/words
Blend
‹ir›&
‹ur›words
Blend
‹ew›
words
Identifying
Sounds
inWords
/Writing
•Callingoutsounds
ingivenwords
andholdingupafingerforeach
sound•Writingwords
andsentencesfrom
dictation
•Modellingthewritingofsentenceswiththechildren
•Encouragingindependentwriting
Doubling
rulefor
words
ending
in‹y›as/ee/
Identifying
short
vowelsin
words
Short
vowel&
‹ck›rule
Spelling
wordswith
double
letters
Spelling
wordswith
‘magic‹e›’:
a_e,e_e,i_e,
o_e,u_e
Spelling/ai/
&/oi/words
usingcorrect
alternative
Writing‹b›
&‹d›words
usingcorrect
formation
Spelling
wordsthat
usedigraphs
Spelling
‹ir›and
‹ur›words
Spelling
‹ew›
words
Tricky
Words
•Revision:readingandspellingthetricky
words
thathavebeen
taught
•Joiningtricky
words(onlyforschoolswithan
earlyjoined-handwriting
policy)
Teach:
you
your
Teach:
come
some
Teach:
said
here
there
Teach:
they
Teach:
go no so
Teach:
my
one
by
Teach:
only
old
Teach:
like
have
Teach:
livegive
Teach:
little
down
Teach:
what
when
why
Teach:
where
who
which
SuggestedTimetable:w
eeks
13–24ofJollyPhonics
Week:
2526
2728
2930
3132
3334
3536
Letter
Recognition
•Revisionofthe42
lettersounds,plusthealternativesthathavebeen
taught
•Ifletter-soundknowledgesecure,introduceothercommon
spellingpatternsforreadingeg
‹ph›for/f/,soft‹c›and‹g›,‹ear›,‹air›and‹are›for/air/
Teach‹ow›
forthe
/ou/sound
Teach‹igh›
forthe
/ie/sound
Teach‹aw›
forthe
/or/sound
Revise/ai/as
‹ai›,‹ay›,‹a_e›
Revise:
/ee/as
‹ee›,‹ea›,
‹e_e›
Revise:
/ie/as
‹ie›,‹y›,‹igh›,
‹i_e›
Revise:
/oa/as
‹oa›,‹ow›,
‹o_e›
Revise:
/ue/&/oo/
as‹ue›,‹ew›,
‹u_e›
Teach‹au›
and‹al›
forthe
/or/sound
Revise:
/oa/&/ou/
as‹ow›
Revise:
/er/as
‹er›,‹ir›,‹ur›
Revise:
/or/as
‹aw›,‹au›,
‹al›
Teach‹wh›
for/w/sound
Letter
Formation
•Revisionofthelower-caseandcapitalletters,encouragingneatandaccuratehandw
riting
Revisionofthealphabetin4colour-codedgroups:
•Aa–Ee(red)
•Ff–Mm(yellow)
•Nn–Ss(green)
•Tt–Zz
(blue)
Matching
capitalsto
lower-case
letters
Revising
digraphs:
oa,ng
Revising
digraphs:
oo,or
Revising
digraphs:
ie,ee,ue
Revising
digraphs:
sh,ch,th
Revising
digraphs:
er,ar,ai
Revising
digraphs:
oi,ou
Revising:
digraph:
qu
Blending/
Reading
•Reading
words,phrasesandsentencesasfrequentlyaspossible(using
blending
forunknownwords),anddeveloping
thechildren’scomprehension
skills
•Fluentreaderswho
havefinishedtheyellowJollyPhonicsReaderscanstartthegreenlevel
Blending
wordswith
‹ow›forthe
/ou/sound
Blending
wordswith
‹igh›forthe
/ie/sound
Blending
wordswith
‹aw›forthe
/or/sound
Blending
wordswith
‹wh›and
alternatives
for/ai/
Blending
wordswith
alternative
spellings
for/ee/
Blending
wordswith
alternative
spellings
for/ie/
Blending
wordswith
alternative
spellings
for/oa/
Blending
wordswith
alternative
spellings
for/ue/
Blending
wordswith
‹au›and
‹al›for/or/
Blending
wordswith
‹ow›as/oa/
and/ou/
Blending
wordswith
alternative
spellings
for/er/
Blending
wordswith
alternative
spellings
for/or/
Identifying
Sounds
inWords
/Writing
•Teachingtheshortandlongvowelsounds,w
ithregularrevision
•Callingoutsounds
ingivenwords
andholdingupafingerforeach
sound
•Writinglongerwords
andsentencesfrom
dictation
•Writingindependentlyon
achosen
them
e
Tricky
Words
•Revision:readingandspellingthetricky
words
thathavebeen
taught
•Joiningtricky
words(onlyforschoolswithan
earlyjoined-handwriting
policy)
Teach:
any
many
Teach:
more
before
Teach:
other
were
Teach:
because
want
Teach:
saw
put
Teach:
could
should
would
Teach:
right
two
four
goes
Teach:
does
made
their
Teach:
once
upon
always
Teach:
also of
eight
Teach:
love
cover
after
Teach:
every
mother
father
SuggestedTimetable:w
eeks
25–36ofJollyPhonics