Jolly Phonics Teacher’s Book

is an essential guide to using

Student Books 1, 2, and 3 in the classroom
Jolly Phonics is a multisensory program that teaches young students

Jolly Phonics Teacher’s Book

the skills they need to read and write fluently in their first year of

Te a c h e r ’s
school. This book is a comprehensive resource for teachers who want
to teach the program alongside the Jolly Phonics Student Books. It
offers a set of structured lesson plans that give step-by-step guidance
on all aspects of the lesson, including the student book activities. It
also provides an in-depth introduction to Jolly Phonics and a summary

Book
of key points to help teachers get started.

Student Book 1
• Daily lessons introduce the 42 main letter sounds of English.
• Regular activities practice the five key skills for reading and writing.
• Structured segmenting activities progress from identifying
initial sounds to hearing all the sounds in a word.

Student Books 2 and 3

• Weekly units cover key topics such as Alternatives, Handwriting,
Tricky Words, and Words and Sentences.
• Regular lessons introduce and review the main alternative vowel

Sue Lloyd and Sara Wernham

spellings, capital letters, alphabet, and new tricky words.
Student Book 3 introduces ‹ph›, soft ‹c›, soft ‹g›, and the /air/ spellings.
• Guided writing and reading comprehension activities introduce basic
sentence structure and reading for meaning.

This material is recommended by Cambridge Assessment International Education to

support the Cambridge Primary English curriculum framework.

To see the full range of Jolly Phonics products,

visit our website at [Link]

© Sue Lloyd and Sara Wernham 2010 (text) ISBN 978-1-84414-727-4

ËxHSLIOEy147274z
82 Winter Sport Lane, Williston, VT 05495, USA
Tel: +1-800-488-2665 Fax: +1-802-864-7626
Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK
Tel: +44 20 8501 0405 Fax: +44 20 8500 1696
Printed in China. All rights reserved. Reference: JL7274 in print
[Link]
letters
info@[Link] Sue Lloyd and Sara Wernham

Teacher's Books_AEprint_covers.indd 2-4 27/08/2020 19:00

 3. Blending
When reading, students need to understand the meaning of the words. Before they
can do this, they have to be able to work out what the words say. ln order to do so, the
students look at the letters, say the sounds, run them together, and listen for the word.
This process is a key phonic skill called blending. Blending is sometimes referred to
as synthesising, which is why Jolly Phonics is known as a synthetic phonics program.
With the ability to blend, students are able to read unknown regular words. They are
also in a far better position to attempt more challenging words that are not completely
decodable at this stage.

In the beginning, most students are not able to blend and need to be taught how. The
teaching of aural blending can begin on the students’ first day of school, using their
Student Books. The students are shown the picture of the sun on their lesson page
and asked if they can see a /s-u-n/. Only a few students in the class will hear the word
after it has been split into its individual sounds. After a few more examples, using the
pictures on the page – /s-p-ie-d-er/, /s-n-ai-l/ and /t-r-ee/ – one or two more students
might be tuned in to hear the words. The following day, after teaching the next letter
sound, a few examples from the /a/ page could be called out, such as /a-n-t/ and /a-rr-
ow/. Any object on the page could be used, although short words are preferable. Each
day, a few more students will be able to hear the words. Some students have a natural
ability for blending, but success comes to all in the end.

Once students can hear the word when an adult says the letter sounds, they are
ready to say the sounds for themselves and try listening for the word. Blending needs
practice and should be started as soon as possible. On most days, teachers should
try to write short regular words, such as tap, pan, pit, sit, and pin, on the board or on
flashcards, making sure that the words use only those sounds that have been taught.
The students then say the sounds and listen for the word. The daily Word Bank in the
Teacher’s Book is useful for this activity. In addition, there are words to blend each day
on the lesson pages in Student Book 1 (except for /s/ and /a/, which show only the
sounds). Students should not use any actions when blending words.
The students who can hear the words understand how the alphabetic code works
for reading. They realize that it is something they can work out for themselves. This
knowledge fascinates them and their confidence grows.

For most students, blending is relatively easy. However, some students find it difficult
and need to be taught exactly what to do. There are two main reasons for students not
being able to hear the word when they have said the sounds:

1. They do not know the letter sounds well enough

As soon as the students see a letter, the sound should come automatically
to them. If they have to pause to think, they lose track of the word. To correct
this, it is necessary to review the sounds regularly with flashcards, actions,
and other letter-sound activities.

2. The letter sounds are wrongly emphasized

The emphasis should be on the first letter sound: for example, on the /d/ of
/d-o-g/. If the students put the emphasis on the last letter sound, they may try
to start the word with that sound and fail to hear the word.
16

JL7274_JPTB_AE3.indd 16 02/09/2020 17:22

 Blending

There are two types of sound in English. One type makes a pure, continuous sound:
examples include /ssssss/, /ffffff/, /rrrrrr/, /mmmm/, /nnnnnn/, and /vvvvvv/. The other
type has a schwa on the end. The schwa, which sounds like /uh/, is an unstressed vowel
sound, and it can be heard on the end of many letter sounds. For example, /b/ cannot be
said without a schwa: /buh/. All sounds should be said with as little schwa as possible.
In blending, the first sound needs to be louder than the others. This helps the
students to remember how the word starts. The sounds that follow in the word need to
be spoken softly and quickly, and the schwa should be avoided where possible. This
technique has been found to be effective and about three quarters of the students
master it quite quickly. Although blending is more difficult for the other students, all
they need is more practice. Frequently, in a whole-class situation, the students who
are good at blending call out the answer quickly and the less able copy them, as they
do with letter sounds on flashcards. To remedy this situation, teachers can provide an
extra blending session for the weaker students.

Initial consonant blends

Blending skills can be improved if the students practice saying the initial consonant
blends. Examples of common consonant blends are: /cr/, /fl/, and /str/. The students
look at the individual letter sounds and blend them together, so it is important that they
only practice blends which contain the letter sounds they know. For example, if the
sound /w/ has not been introduced, /sw/ should not be given to the students to blend.
Being able to say blends fluently makes it easier for the students to read words with
initial consonant blends. They are encouraged to work out the word by saying the
blend, followed by the individual sounds: for example, /pl-a-n/, not /p-l-a-n/. In Student
Book 1, words with initial consonant blends are introduced from page 11 onward.
When blending words with digraphs, the students have to remember to look at the
two letters and say one sound. This more complicated skill is mastered when regular
words using the digraphs are blended. For example, when the /ai/ sound has been
taught, flashcards can be held up showing regular /ai/ words, like pain, rain, train,
Spain, hail, and snail. The students say the sounds and blend them together to read
the word. Alternatively, the words could be written on the board.

Consonant-vowel combinations

pa pe pi po pu

la le li lo lu

ra re ri ro ru

fra fre fri fro fru

sta ste sti sto stu

gra gre gri gro gru

17

JL7274_JPTB_AE3.indd 17 02/09/2020 17:22

 Jolly Phonics Student Book 1: Page 32

Letter Sound /ch/

Flashcards Answers
• Review some of the sounds already taught, which
include /g/, /o/, /u/, /l/, /f/, /b/, /ai/, /j/, /oa/, /ie/, /ee/,
/or/, /z/, /w/, /ng/, /v/, /oo/, /oo/, /y/, /x/.

Introducing the letter sound

• Introduce the sound /ch/. Use a story such as the one
below, along with the action:

The children in Charlie’s class are studying transport.

Their teacher has arranged an outing to a transport
museum. In the afternoon, the children get to ride on
a steam train. They are very excited. They all climb
into the carriage. The train starts chugging: “ch, ch, ch,
ch.” The train goes faster: “ch, ch, ch, ch!” Then, steam
comes out of the funnel and the whistle blows. “Choo!
Choo!” The next day at school, all the children pretend
to be trains, going, “ch, ch, ch, ch!” They chuff around,
pretending to stop at lots of different places so that the
passengers can get on and off.

• The students move their arms at their sides like a

steam train and say ch, ch, ch, ch.

Letter formation Word bank

• The sound /ch/ is written with two letters. When two chain, chat, cheek, chin, chip, chop, coach, much, rich,
letters make one sound it is called a digraph. such, torch, check, chess, chick, chill, bench, bunch,
• Explain how to write the digraph ‹ch›. chest, chimp, lunch, munch, pinch, speech, drench
• The students practice writing ‹ch›, ‹ng›, ‹v›, ‹oo›, ‹y›, • Call out the word rich. The students say the sounds,
and ‹x› in their books. holding up a finger for each one: /r-i-ch/. Write the
letters on the board as they do so.
Blending • Blend the sounds with the class to read the word.
• Show the students the words chop, chain, torch, and Repeat with some of the other words.
bunch in their books. • Use the word bank regularly to practice blending.
• Say the sounds with the students, and then blend the
sounds together to read the word. Listen and write
• Encourage the students to point to the dot underneath • Call out the sound /ch/, as well as some of the
each sound as they say it. previous sounds. Ask the students to write the
letter(s) for each one.
Identifying the sounds • Say the words chin, chat, much, and coach. The
• Show the students the four pictures in their books class listen for the sounds and write the words.
and ask them to listen carefully.
• Say the word for each one: chick, bench, cheese, Further ideas
chimney. • Sing the /ch/ song from Jolly Songs and pin up the
• The students count the sounds in each word, color /ch/ section of the Wall Frieze.
in the correct number of dots, and write ‹ch› in the • Form a line and pretend to be a train, chuffing around
correct “sound” dot [3 ch-i-ck; 4 b-e-n-ch; 3 ch-ee- and saying, “Ch, ch, ch, choo, choo!”
se; 5 ch-i-m-n-ey].
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 Jolly Phonics Student Book 1: Page 33

Letter Sound /sh/

Flashcards Answers
• Review some of the sounds already taught, which
include /g/, /o/, /u/, /l/, /f/, /b/, /ai/, /j/, /oa/, /ie/, /ee/,
/or/, /z/, /w/, /ng/, /v/, /oo/, /oo/, /y/, /x/, /ch/.

Introducing the letter sound

• Introduce the sound /sh/. Use a story such as the one
below, along with the action:

Mrs. Shaw has just had a baby. The baby is called

Shannon. Sam is the baby’s elder brother. Sam thinks
Shannon is okay, but she cries a lot. While his mother tries
to get Shannon to sleep, Sam goes and plays with his
toys. He plays with his cash register. It makes a very loud
“ting” when the cash drawer opens. “Shshshsh,” whispers
Mrs. Shaw, putting her finger to her lips. “Shannon is
nearly asleep. Let’s go downstairs for a while.” “Okay,”
says Sam, adding, ‘shshshsh,” as they tiptoe quietly from
the room.

• The students place their index finger against their

lips, saying shshshsh.

Letter formation
• Explain how to write the digraph ‹sh›. • Call out the word shelf. The students say the sounds,
• The students practice writing ‹sh›, ‹v›, ‹oo›, ‹y›, ‹x›, holding up a finger for each one: /sh-e-l-f/. Write the
and ‹ch› in their books. letters on the board as they do so.
• Blend the sounds with the class to read the word.
Blending Repeat with some of the other words.
• The students look at the words dish, shop, sheep, • Use the word bank regularly to practice blending.
and brush in their books. They say the sounds and
blend them together to read each word. Listen and write
• Say the words rash, shed, wish, and sheet. The class
Identifying the sounds listen for the sounds and write the words.
• Show the students the four pictures in their books
and ask them to listen carefully. Say the word for Tricky word: I
each one: shoe, shell, fish, mushroom. • The word I is tricky; instead of being written as it
• The students count the sounds in each word, color sounds, it uses its letter name. It is very shy, so it
in the correct number of dots, and write ‹sh› in the puffs itself up into its capital letter.
correct “sound” dot [2 sh-oe; 3 sh-e-ll; 3 f-i-sh; • Show the students the tricky word in their books.
6 m-u-sh-r-oo-m]. Together, work out the tricky part and underline it in
purple.
Word bank
ash, bash, cash, dish, fish, hush, mash, rash, rush, Further ideas
shed, sheep, sheet, shin, ship, shoot, shook, shop, • Sing the /sh/ song from Jolly Songs and pin up the
shot, short, shut, wish, shell, shock, brush, crash, fresh, /sh/ section of the Wall Frieze.
shelf, shift, shrimp, splash, mushroom, shampoo, • Make sheep with cotton wool fleeces.
shopping, paintbrush • Pin up the Tricky Word Wall Flower for I.
69

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 Jolly Phonics Student Book 2: Page 38

Unit 13: Alternatives

Review Answers
• Use flashcards to review some of the 42 basic
sounds, plus ‹a_e›, ‹e_e›, ‹i_e›, ‹o_e›, ‹u_e›, and
‹ay›, ‹oy›, ‹ea›, ‹y›, ‹igh›, ‹ow›, ‹ir›, ‹ur›, ‹ew›.
• Remind the class that ‹y› can say /y/, /ee/, or /ie/ and
that ‹ow› can say /oa/ or /ou/.
• Call out some of the basic sounds and ask the
students to write the letter(s) for each one.

Alternatives: ‹aw›, ‹au›, and ‹al›

• Say the words crawl, haul, and tall and write them on
the board.
• Ask the students what sound they can hear in the
middle of each word [/o/] and how the sound is written
[crawl, haul, tall]. Underline the spelling of the sound
/o/ in each word.
• Explain that there are three main alternative ways to
write the sound /o/: ‹aw›, ‹au›, and ‹al›.
• Write some more words with these spellings on the
board and read them with the students:
-- ‹aw› jaw, draw, shawl, straw, jigsaw
-- ‹au› haunt, launch, August, laundry, applaud
-- ‹al› all, hall, talk, small, walk
• Underline the alternative spelling of the sound /o/ in
each word. look at the set of anagrams, unscramble the letters
and write the words.
Word and picture matching
• Ask the students to look at the jigsaw pieces in their
books. The students read the words and join them to
the correct pictures.
• Point out the silent ‹n› in the word autumn.

Animal anagrams (See page 137)

• The students go to page 48 in their books. They

Further practice
It is important to practice the skills needed for reading and writing on a regular basis.

Blending and sounding Reading sentences

rob, add, far, wool, quest, • Write these sentences on the board for the class
cube, argue, oilcan, smuggler, footprint to read. Point out the tricky words and blend any
• Call out each word. The students say the sounds, unknown words with the students:
holding up a finger for each one. Write the letters on 1. I went for a long walk.
the board as they do so and blend the word. 2. We go camping in August.
• Practice blending the words with the class (as well 3. Why did she yawn so much?
as in pairs or individually, if extra practice is needed). 4. Where do you keep your chalk?

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 Jolly Phonics Student Book 2: Page 39

Unit 13: Handwriting

The Alphabet (See page 137) Answers
• Show the students the alphabet at the back of their
books (Student Book 2, page 48).
• Remind the students that when we say the alphabet,
we use the letter names and not the sounds.
• The students say the alphabet, pointing to each letter
as they say it. Encourage them to pause between the
groups: A–E; F–M; N–S; T–Z.
• Call out some of the alphabet letters and ask the
students to point to them in their books. Ask the
students whether they are red, yellow, green, or blue.
• Remind the students that knowing which color group
each letter belongs to will help them find words more
quickly when they start using a dictionary.

Handwriting
• Show the students the letters ‹e›, ‹z›, ‹s›, ‹v›, ‹w›,
and ‹x› on their lesson page.
• These letters do not start with a vertical stroke or a
caterpillar /c/: ‹e› and ‹z› are the only letters that start
by going around or across to the right. The letter ‹s›,
like ‹f›, starts by going up and back around just a little
before changing direction. The letters ‹v›, ‹w›, and ‹x›
start by going diagonally down to the line.
• The students practice writing the letters. They trace • Remind the students that all capital letters are tall,
inside the outline letters and then write over the and they start at or near the top. None of the capitals
dotted letters. go under the line.

Writing the alphabet Listen and write

• The students complete each section of the alphabet, • Call out the following words: pen, bug, six, pond, gift,
writing in capital letters. This time all the capital rash, south, pinch, queen, raincoat. The students
letters are missing. The students use a red pencil listen for the sounds and write the words.
for A to E, a yellow pencil for F to M, a green pencil • Call out some of the alphabet letters and ask the
for N to S, and a blue pencil for T to Z. students to write the capital letters.

Further practice
It is important to practice the skills needed for reading and writing on a regular basis.

Blending and sounding Reading sentences

rib, rack, coil, hint, zest, • Write these sentences on the board for the class
mew, value, wobbly, skewer, fantastic to read. Point out the tricky words and blend any
• Call out each word. The students say the sounds, unknown words with the students:
holding up a finger for each one. Write the letters on 1. I need to do the laundry.
the board as they do so and blend the word. 2. Why is the beanstalk so tall?
• Practice blending the words with the class (as well 3. Come and play on the seesaw.
as in pairs or individually, if extra practice is needed). 4. Where is the strawberry cake?

133

JL7274_JPTB_AE3.indd 133 02/09/2020 17:32

 Jolly Phonics Student Book 3: Page 32

Unit 11: Alternatives

Review Answers
• Use flashcards to review soft ‹g›, soft ‹c›, ‹ph›, ‹ck›,
and some of the alternative vowel spellings: ‹ai›,
‹a_e›, ‹ay›; ‹ee›, ‹e_e›, ‹ea›; ‹ie›, ‹i_e›, ‹y›, ‹igh›; ‹oa›,
‹o_e›, ‹ow›; ‹ue›, ‹u_e›, ‹ew›; ‹ou›, ‹ow›; ‹oi›, ‹oy›;
‹er›, ‹ir›, ‹ur›; ‹aw›, ‹au›, ‹al›. Point out that ‹y› can
say /y/, /ee/, or /ie/.
• Call out some of the sounds and ask the students to
write the different spellings of that sound.

Vowel hand (See page 181)

• The students use the vowel hand at the back of their
books (Student Book 3, page 41) to practice saying
the short and long vowel sounds.
• The students then look at the last two panels on the
second row. Each panel has a picture and two words
[hug/huge; rod/road]. The students read the words
and write the one that matches the picture on the line
[hug/road].

Alternatives: ‹er›, ‹ir›, ‹ur›

• Show the students the /er/ words at the top of their
lesson page.
• Remind the students that there are three main ways
to write the sound /er/: ‹er›, ‹ir›, and ‹ur›. • The students read the remaining words and identify
• Read the words with the class and look at the letters the letters making the sound /er/ in each one.
making the sound /er/ in each one. • They then write the words in the corresponding
spelling: ‹er›, ‹ir›, or ‹ur›.
‹er›, ‹ir›, or ‹ur›? • Note: Remind the students that the ‹e› in purple and
• The students look at the first word next to the three purse is shown in light type because it is silent.
large spellings of the sound /er/: dinner.
• Ask the class which letters in dinner make the sound
/er/ [‹er›]. The students write over the dotted word
dinner on the first line in the large ‹er› spelling.

Further practice
It is important to practice the skills needed for reading and writing on a regular basis.

Blending and sounding Reading sentences

arm, socks, count, swimmer, slug, • Write these sentences on the board for the class
joy, toil, tomboy, oyster, spoilsport to read. Point out the tricky words and blend any
• Call out each word. The students say the sounds, unknown words with the students:
holding up a finger for each one. Write the letters on 1. Turn your shirt inside out.
the board as they do so and blend the word. 2. The little bird’s wing was hurt.
• Practice blending the words with the class (as well 3. My family once flew in a helicopter.
as in pairs or individually, if extra practice is needed). 4. You are always better at singing than me.

172

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 Jolly Phonics Student Book 3: Page 33

Unit 11: Tricky Words

Flashcards Answers
• Review the tricky words should, would, right, two,
four, goes, does, made, their, once, upon, always.

Tricky words
• Introduce three new tricky words: also, of, and eight.
Show the students the words in the brown flowers
at the top of their lesson page. Say each word and
encourage the students to find the tricky part.
• In the word also, the ‹al› is tricky because it says
/ol/ and the ‹o› makes its long vowel sound.
• In the word of, the ‹f› is tricky because it says /v/.
• In the word eight, the ‹eigh› is tricky because it makes
the sound /ai/.
• The students write inside the outline letters, using a
brown pencil or pen. They might also find it helpful to
underline the tricky parts in purple.

Look, copy, cover, write, check

• On a separate sheet of paper, the students practice
writing the tricky words, using the Look, Copy, Cover,
Write, Check method used in Student Books 1 and 2.

Fill in the gaps

• The students write inside the outline letters, write -- I also have a green tie.
over the dotted letters, and fill in the missing letters. -- Her dog had eight pups.
-- We saw a herd of goats.
Also, of, or eight?
• The students decide which tricky word is missing and Reading the tricky words
write the correct word to complete each sentence. • The students read the tricky words in the flowers
(does, made, their, once, upon, always) and color the
Listen and write edge of the flowers pink or brown.
• Say the following sentences. The students listen
carefully and write them in their books:

Further practice
It is important to practice the skills needed for reading and writing on a regular basis.

Blending and sounding Reading sentences

hump, click, bunch, spill, sixteen, • Write these sentences on the board for the class
toy, spoil, boiler, tinfoil, cowboy to read. Point out the tricky words and blend any
• Call out each word. The students say the sounds, unknown words with the students:
holding up a finger for each one. Write the letters on 1. The carpet is really dirty.
the board as they do so and blend the word. 2. I saw eight cygnets by the river.
• Practice blending the words with the class (as well 3. A flock of birds flew across the sky.
as in pairs or individually, if extra practice is needed). 4. We will also see my sister on Thursday.

173

JL7274_JPTB_AE3.indd 173 02/09/2020 17:34

 Jolly Phonics Teacher’s Book
is an essential guide to using
Student Books 1, 2, and 3 in the classroom
Jolly Phonics is a multisensory program that teaches young students

Jolly Phonics Teacher’s Book

the skills they need to read and write fluently in their first year of

Te a c h e r ’s
school. This book is a comprehensive resource for teachers who want
to teach the program alongside the Jolly Phonics Student Books. It
offers a set of structured lesson plans that give step-by-step guidance
on all aspects of the lesson, including the student book activities. It
also provides an in-depth introduction to Jolly Phonics and a summary

Book
of key points to help teachers get started.

Student Book 1
• Daily lessons introduce the 42 main letter sounds of English.
• Regular activities practice the five key skills for reading and writing.
• Structured segmenting activities progress from identifying
initial sounds to hearing all the sounds in a word.

Student Books 2 and 3

• Weekly units cover key topics such as Alternatives, Handwriting,
Tricky Words, and Words and Sentences.
• Regular lessons introduce and review the main alternative vowel

Sue Lloyd and Sara Wernham

spellings, capital letters, alphabet, and new tricky words.
Student Book 3 introduces ‹ph›, soft ‹c›, soft ‹g›, and the /air/ spellings.
• Guided writing and reading comprehension activities introduce basic
sentence structure and reading for meaning.

This material is recommended by Cambridge Assessment International Education to

support the Cambridge Primary English curriculum framework.

To see the full range of Jolly Phonics products,

visit our website at [Link]

© Sue Lloyd and Sara Wernham 2010 (text) ISBN 978-1-84414-727-4

ËxHSLIOEy147274z
82 Winter Sport Lane, Williston, VT 05495, USA
Tel: +1-800-488-2665 Fax: +1-802-864-7626
Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK
Tel: +44 20 8501 0405 Fax: +44 20 8500 1696
Printed in China. All rights reserved. Reference: JL7274 in print
[Link]
letters
info@[Link] Sue Lloyd and Sara Wernham

Teacher's Books_AEprint_covers.indd 2-4 27/08/2020 19:00