User Manual

Contents System Requirements

Epilepsy Warning 1 Windows®

System Requirements/Setup and Installation 2 • Microsoft® Windows 7, Windows 8.1 Classic, Windows 10,
Application Menus and Buttons/Home Page 3-4 Windows Server 2008
Introduction 5 • 2.33GHz or faster x86-compatible processor, or Intel® AtomTM
Main Overview 7 1.6GHz or faster processor for notebook class devices
Using the Toolbars 9 Mac®
Navigating the Lessons in Step 1 11 • OS X® 10.10-10.14
Navigating the Units in Steps 2 and 3 13 • Intel CoreTM Duo 1.83GHz or faster processor
Daily Practice in Steps 2 and 3 14
Unit Topics in Steps 2 and 3 15 • Minimum 512MB of RAM required for both Mac and PC
End User Licence Agreement 17 • You must have Administrator/Privileged Access Rights
Credits 18 to install this software

Epilepsy Warning Setup and Installation

Please read before using this software or allowing others to use it: Prior to set up and installation, your software serial number must
Some people are susceptible to epileptic seizures or loss of have been registered via our website. Registering your software
consciousness when exposed to certain flashing lights or light gives you access to any updates for your major version only. (For
patterns in everyday life. Such people may have a seizure while example, the purchase of V4, gives you access to all updates for
watching television images or while playing certain video games. This V4. V5 would be classed as an upgrade and incur a further cost.)
may happen even if the person has no medical history of epilepsy or Once registered, please follow the steps below:
has never had any epileptic seizures.
If you or anyone in your family has ever had symptoms related Step 1: Launch the setup application. If you downloaded the soft-
to epilepsy (seizures or loss of consciousness) when exposed to ware from the Internet, you will find this in your downloads folder.
flashing lights, consult your doctor prior to using. If you or other users Unzip the files if necessary, and launch the setup application from
experience any of the following symptoms while using, discontinue there. Enter an administration account password if prompted.
use and consult your doctor: dizziness, blurred vision, eye or muscle
twitches, loss of consciousness, disorientation or any involuntary Step 2: Follow the instructions on screen to choose your font and
movement or convulsion. audio preferences. Precursive letters have joining tails to assist in
the transition to joined-up (cursive) writing, whereas print letters
Precautions to take during use do not. Press OK to save the settings. (The option to change these
• Do not sit too close to the screen. settings will be available after installation).
• Avoid using if you are tired.
• Use only in a well-lit room. Precursive a Print a
• Rest for 10 to 15 minutes per hour of use.

1 2
 Step 3: Enter your serial number and press the button to validate Registration…
your software. You will be prompted to log in. An Internet Allows you to check the registration details for your software.
connection is required for both validation and login. Registering your software gives you access to any updates for
your version (see Setup and Installation on page 2).
Step 4: After login, you will be prompted to choose either standard
or network installation. Further information on network installation Updates…
can be found in the ‘readme’ file included with your software. If you This checks for any available updates for your software. An
choose standard installation, follow the on-screen instructions to Internet connection is required. It is recommended that you check
install your software. for updates after installing and running this software.

Step 5: You can now launch the application. By default, the application Each of these menu items has a keyboard shortcut alternative for
will be installed to the standard application folder for Mac or Windows. quick access. This is shown next to the menu item.
This is typically ‘Applications’ on Mac computers and ‘Program Files’
or ‘Program Files (x86)’ on Windows.

To uninstall this software from your hard drive, run the Uninstaller, Home Page
which can be found in the same folder as the application. On
Windows you can also use the Control Panel or the Settings app.

If you experience any problems using this software please visit our From here you can access Steps 1,
website support page at [Link]/support or email 2 and 3, load the previous lesson, or
us at support@[Link]. leave the application. At the top of
the screen is the Application toolbar, which appears on every page.
It can be hidden or revealed by pressing the bar immediately below
it. It displays your location in the app and has the following buttons:
Application Menus and Buttons
Takes you to Settings, where you can change your audio
and font preferences, or open and read the Manual.

To view the application menu, exit Full Screen mode. The menu Toggles the Padlock on or off. This temporarily disables
appears in the top-left corner of the screen (Mac) or application the navigation tools, preventing you from accidentally
window (PC). The main menu items are described as follows: leaving the current lesson page.

About Toggles Full Screen mode on or off. You can also press ‘cmd’
Provides further information about your software and lists the + f (Mac) or ‘ctrl’ + f (Windows PC) to enter Full Screen
credits. mode, or the ‘esc’ (Escape) key to exit Full Screen mode.

Preferences Quits the application. (You can also quit the application
Allows you to select either British English or American English by using standard Mac or Windows keyboard shortcuts.)
audio and use either precursive or print letters.

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 Introduction

Jolly Phonics for the Whiteboard provides a complete teaching frame-

work for the first year of learning to read and write. There are structured 2 Learning letter formation
daily sessions, with step-by-step guidance.
In Jolly Phonics for the Whiteboard, you can choose to use precursive
The five basic skills in Jolly Phonics are: letters, which have joining tails, or print letters, which do not. Writing
with joining tails makes the transition to joined-up (cursive) writing
1. Learning the letter sounds easier later on, which in turn aids fluency of writing and improves
2. Learning letter formation spelling. Choose the system that is used in your
3. Blending school: UK schools typically use a precursive script,
4. Identifying sounds in words US schools mostly use print letters, and schools in
5. Learning the tricky words other countries will choose one or the other.
To write successfully, children should hold their pencil
in a tripod grip between the thumb and first two fingers.
1 Learning the letter sounds
3 Blending
In Jolly Phonics the 42 main sounds of English are taught, not just
the alphabet. Some sounds are written with two letters, such as /ee/ Blending is an important skill for reading. It is the
(as in bee) and /or/(as in for); these letter pairs are called digraphs. process of saying the individual sounds in a word
The digraphs ‹oo› and ‹th› can each make two different sounds, as in and running them together to make the word:
book and moon, that and three. The sounds are taught in seven groups: /s-w-ee-p/, sweep. Every child needs to learn the
technique, and it improves with practice. s w ee p
1. s a t i p n • • • •
2. ck e h r m d 4 Identifying sounds in words
3. g o u l f b
4. ai j oa ie ee or The ability to hear the sounds in words is called
5. z w ng v oo oo phonemic awareness. Children need this skill in order
6. y x ch sh th th to write words independently (it is the opposite
7. qu ou oi ue er ar process to blending). It helps them even when
they are learning to write the tricky words.
Initially, children learn each letter by its sound, not by its name, so ‹a›
is /a/ (as in ant), not /ai/ (as in rain). This is important for blending. 5 Learning the tricky words
Each sound has a story and an action, which help children remember
the letter(s) that represent it. Letter names are introduced later. The tricky words taught in Jolly Phonics are frequently used
The sounds are not introduced in alphabetical order. The first group words that cannot be read solely by blending the sounds.
– /s, a, t, i, p, n/ – is taught first because many simple three-letter This is because they have a ‘tricky’ part, which is either
words can be made from the six letters. Sounds that can be written irregular, or is written with an alternative spelling not yet
in more than one way are initially taught with just one spelling: for taught. Once this part has been identified for reading, the children must
example, children first learn to write /ai/ as ‹ai› (as in rain), and later learn the spelling. There are several ways to do this, but the main one
learn the alternative spellings ‹a_e› and ‹ay› (as in gate and day). in Jolly Phonics for the Whiteboard is Look, Cover, Write and Check.

5 6
 Main Overview

1
The three main modules or ‘steps’ Steps 2 and 3: Topic content by unit

Step 1 provides 39 daily lessons, each teaching a new sound or Step/ Alternatives Handwriting/Read, Tricky Words
Unit Write & Revise
sounds. The sounds should be taught in order, starting with /s/. By
the end of Step 1, the children should know the 42 main sounds 2.1 y as /ee/ SATIPN you, your
of English and the first set of 12 tricky words. They should know
2.2 short vowels CKEHRMD come, some
how to write these sounds, be able to blend them together to read
simple words and phrases and be able to write simple regular words 2.3 ck GOULFB said, here, there

2
independently by listening for the sounds in the word. 2.4 double letters J they

Step 2 can be taught once the children have completed Step 1. Both 2.5 long vowels ZWV go, no, so
Steps 2 and 3 build on the teaching of the previous module. They 2.6 and magic e YXQ my, one, by
each provide 12 weekly units, and follow a similar format of daily
2.7 ay, oy all capitals only, old
revision and consolidation, along with extension topics that can be
taught across the week. By the end of Step 2, the children should 2.8 ea b and d like, have
be familiar with the first 40 tricky words and the alternative ways of 2.9 y, igh r, n, m, h live, give
writing the vowel sounds; they should know the alphabet and be able

3
to write capital letters; and they will be able to write longer words 2.10 ow c, a, d, o, g, q little, down
and sentences through dictation and guided writing. 2.11 ir, ur b, d, h, k, l, t what, when, why

Step 3 aims to consolidate the learning of the previous modules, 2.12 ew f, g, j, p, q, y where, who, which
continues introducing new tricky words and some new spelling 3.1 ph as /f/ ABCDE any, many
patterns, and develops the children’s ability to read and write more
3.2 soft c FGHI more, before
complex words and sentences through guided writing and simple
comprehension activities. By the end of Step 3, the children should 3.3 soft g JKLM other, were
be familiar with all 72 tricky words and the short and long vowels, 3.4 ai, ay, a_e NOPQRS because, want
be able to read words using the alternative spellings, and be able to
write simple sentences independently. 3.5 ee, ea, e_e TUVWXYZ saw, put
3.6 ie, igh, y, i_e oa, ng could, should, would
Step 1: First 12 tricky words by lesson
3.7 oa, ow, o_e oo, or right, two, four, goes
Lesson Tricky Word(s) Lesson Tricky Word(s) 3.8 ue, ew, u_e ie, ee, ue does, made, their
/sh/ I /oi/ be 3.9 ou, ow sh, ch, th once, upon, always
/th, th/ the /ue/ was 3.10 oi, oy er, ar, ai also, of, eight
/qu/ he, she /er/ to, do 3.11 er, ir, ur oi, ou love, cover, after
/ou/ me, we /ar/ are, all 3.12 ear, air, are all digraphs every, mother, father

7 8
 Using the Toolbars

Every page displays a pair of toolbars. The main toolbar runs along
the bottom of the screen and can be used by the teacher and the
children. The teacher’s toolbar is in the top-right corner and is for the
teacher only.

Teacher’s Help Special Effects Print Reset

Step-by-step guidance can The spotlight and blind Offers options for printing Removes any added work
be viewed on screen or be tools focus attention the current page or all the and resets the contents
printed off for reference. on selected content. pages in a section. of the screen.

* Press the cogwheel to change the settings for each tool.

Back Page/Page Select Pencil Highlighter Letter Sounds Next

Goes back to the Shows the number and position Offers a range of Provides a range Displays all the main Goes to the next
previous page or of the current page in the pencil colours and of highlighter letter sounds. Press page or returns to
returns to the section. Press here to access sizes for writing.* colours, sizes and on one to hear the unit menu.
unit menu. any page in the section. density options.* it spoken.

Quit Undo Eraser Fill Menu

Quits the Undoes the last mark Removes unwanted Shades designated areas Returns to the
application. (or all marks*) made marks and reveals in a variety of hues or main menu for
by the pencil, eraser, hidden content.* creates blocks of colour each unit.
highlighter or fill tool. in different shapes.*

9 10
 Navigating the Lessons in Step 1

Step 1 teaches the 42 main sounds.

From the main menu, select the
letter sound of the day, press Title

⇧
⇧
Page in the lesson menu and then
use Next in the main toolbar to go
through the activities. The following
lesson is typical of Step 1.*

*All examples shown use the precursive font. Main menu, showing the 42 Menu for the sound /g/, showing Title page for the lesson
letter sounds taught in Step 1 the lesson pages and worksheets on sound /g/

⇧
Flashcards run through the sounds The new sound is introduced An animated pencil shows the The children take a turn at writing
taught so far in a random order through a story, action and song formation of the new letter sound the new letter themselves
⇧

⇧
The new sound is the focus The children practice blending and The new sound is the focus Flashcards run through the sounds
of a game or activity sounding out words using /g/ of a second game or activity again, including the new sound
⇧

⇧
A plenary page, with words for Return to the lesson menu to A handwriting worksheet for A sound sheet for /g/ to
blending, reviews the learning access the worksheets /g/ to print and reproduce print and reproduce

11 12
 Navigating the Units in Steps 2 and 3 Daily Practice in Steps 2 and 3

Step 2 and Step 3 both have twelve weekly units. Go to the main As in Step 1, it is important to do some
menu in either step and select the unit you want to teach. quick revision of the letter sounds
and some blending and sounding
practice every day.
This can be done in Daily Prac-
tice, which is accessed from the
unit menu. It has flashcards and
dictation for the letter sounds
and a page of words per day for
blending and sounding.
Blending and Sounding, Steps 2 and 3

In Step 2, you can revise all the letter sounds, or choose between
groups 1 to 3 and groups 4 to 7.
Main menu for Step 2 Main menu for Step 3

You will now see the unit menu. Both steps follow a format of daily Flashcards/Dictation, Step 2
revision and consolidation, along with extension topics that can be
taught across the week. Choose the section you want, using the
scroll bar, if necessary, to see all the options.

Menu for Unit 1, Step 2

There are six sections to choose from: Daily Practice (described The choice in Step 3, is between
opposite), four unit topics, and a bank of photocopiable worksheets groups 1 to 7, groups 4 to 7, or
and templates. The unit topics are Alternatives, Handwriting, Tricky the alternative spellings taught
Words and Words and Sentences. In Step 3, Handwriting becomes Read, in Step 2. The sounds appear
Write and Revise (‘Read, Write and Review’ in American English). Navi- once and in a random order
gate each section from within, using the toolbar, or via the unit menu. each time.
Alternatives, Step 3

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 Unit Topics in Steps 2 and 3

There are four topics in every unit: Alternatives, Handwriting, Tricky Words, and Words and Sentences. These are designed to be taught across
the week, in whichever order is preferred. Here are some typical pages and worksheets.

Alternatives

Handwriting

Tricky Words

Words & Sentences

Worksheets

15 16
 End User Licence Agreement This software may be transferred on a permanent basis to another
person or organization only if:
a) The person or organization agrees to the terms of this agree-
ment, and
This software is protected by both copyright law and international b) The software is removed from all computers on which it has
copyright treaty provisions. Failure to comply with this agreement been installed.
will result in automatic termination of this licence and will make
available to Jolly Learning other legal remedies. The software is provided ‘as is’ with no warranty, and Jolly
Learning Ltd shall not be liable for claims for any damages. This
Do not accept unlicensed software. Illegally used software jeop- does not affect your statutory rights in any way.
ardizes the development of high quality software and can harm
your computer. General Law and Governing Provisions
This licence shall be construed and governed by the laws of
Important England and Wales. If any part of this licence is found to be void
Installing or using this Jolly Learning product indicates your agree- or unenforceable, the remainder of the licence shall continue in
ment to be bound by the terms of this agreement. full force and effect.

Grant of Licence
This is a licence between you, the end user, and Jolly Learning Ltd.
This agreement permits you to install and use this Jolly Learning Credits
product. This product is a ‘site licence’ product, which means you
may install and use it on any number of computers that are on
the same site and belong to the same owner of the software. This
includes new computers that may be purchased in the future and Authors: Sara Wernham and Sue Lloyd with Susan Lauder
laptops. There is no annual fee and everything you need to use Illustrations: Lib Stephen
and enjoy the software is included. Different sites would need to Project Manager (V4): Alexander Bennett
purchase their own copy. Network installation instructions may be Original Project Manager/Editor: Angela Hockley
found in the ‘readme’ file included in the software. Developers (V4): Alexander Bennett, Matthew Parker, Dafin Aziz,
Dominic Marshall
Restrictions Original Developers: Susan Lauder, Richard McCormick, John Leitch
You may not: (Edpax International Ltd)
a) Copy the software or documentation except as provided in Designers: Lydia Bennett and Alexander Bennett
this agreement. Icon Designer: Yoana Gurriz Muñoz
b) Make the software available to any third party by way of Manual (Text and Layout): Angela Hockley, based on a design by
a loan, hire or lease. Lydia Bennett and Caroline Petherbridge
c) Incorporate any part of the software into other software Voice Artists: Claire Wyatt and Adam Bennett
developed by you for use outside your organization. Sound Recording and Editing: Nick Ware
d) Remove any proprietary labels, notices or marks on the Publisher: Christopher Jolly
software, documentation, or packaging.
Copyright © 2019 Jolly Learning Ltd

17 18
 Structured daily sessions, teaching the five skills for
reading and writing.

Step-by-step teacher’s notes for every session,

available on screen or for printing.

Interactive lessons with lots of blending, spelling

and writing practice.

Audio option for hearing the sounds, Jolly Jingles

and Jolly Songs.

Lots of printable worksheets, templates and games.

Jolly Learning Ltd

[Link] info@[Link]
Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK. Tel: +44 20 8501 0405
82 Winter Sport Lane, Williston, VT 05495, USA. Tel: +1-800-488-2665