Refresh and Stay Safe!

Many people are

ASYMPTOMATIC- Wear a
MASK to protect others!!
‘’ A child’s best interests are of paramount importance in every matter concerning the child’’.
Convention on the Rights of the Child. Article 53 (2) of the Kenya Constitution 2010,)

Personal
Hygiene

Covid-19
Responsibility Psychosocial

Values Social
Distancing
 Social Distancing at School
 Outdoors where possible
 In common areas and
classrooms maintain minimum
of 1m distance
 Avoid face to face contact-
desks in rows
 Avoid high fives and physical
contact
 Avoid games/activities with
shared resources
 Avoid sharing textbooks
 Keep masks on when in close
proximity
What Can You Do As a Teacher?
 Set a good example! Regular hand washing, mask wearing,
social distancing, coughing/sneezing into your elbow
 Avoid stigmatising children/families/colleagues who have or
have had Covid-19
 Be patient; getting back into learning will take time for both
the children and yourself
 Be mindful of the variety of experiences learners have had
during the school closure period
 You can’t ‘pick up where you left off’
 Have realistic expectations-don’t try to cram
 Take time to see what your learners do remember
 Use singing as a way to recall key concepts
 Gently bring back writing-pay attention to pencil grips again
 Build up your learners confidence-set achievable tasks
 Keep good classroom hygiene-disinfect surfaces and toys
regularly
 Self-screening daily- DO NOT report to work if you feel
unwell-report to appropriate persons.
Program for teaching reading and writing
Fun and multi-sensory
Children build skills for reading and writing quickly and independently
Developed by teachers
Proven to be effective if the program is followed
Uses a part-to-whole approach- learn sounds first, not letters and put the
sounds together to blend words
Children learn how to hear, identify and manipulate sounds
Learn the relationships between sounds and the spelling patterns that
represent them
Remember the Jolly Phonics 5 skills and
the 8 steps

Jolly Phonics 5 skills

Download the Jolly Phonics App onto your phone

www.ulsapp.com/lessons
 Remember your resources and find more at
www.jollyphonics.ng

Supplementary
Booklet and
Lesson App
 There are 8 steps in Jolly Phonics
There are eight steps in Jolly Phonics did you know?
There are eight steps in Jolly Phonics did you know?
There are eight steps in Jolly Phonics,
Just eight steps to teach Jolly Phonics
There are eight steps in Jolly Phonics here we go!
Verse 2
Step 4 let’s learn formation of the sounds
Step 4 let’s learn formation of the sounds
Froggy legs pencil grip,
Start at the point
Giraffe, tortoise or monkey letter sounds
Verse 3
Step 5 let’s practice blending with the sounds
Step 5 let’s practice blending with the sounds
If you really want to read
then you must blend
Put the sounds together one by one
Verse 4
Step 6 is about identifying sounds. That’s sounding!
You need to hear the sounds in the words
Beginning, middle or end
And tell me what you’ve heard
Sing along!!
Then Step 7 is dictation of the words. (to the tune of If
Verse 5 you’re Happy
and You Know
The last step, step 8 is a Jolly Song It)
The last step, step 8 is a Jolly Song
It helps us remember all the sounds that we know
And makes us feel happy and have fun
There are eight steps in Jolly Phonics did you know?
There are eight steps in Jolly Phonics did you know?
Story, action, flashcard
Formation and blending
Sounding, dictation and a song
 Step 1: Story
Use the
BIG
BOOKS!
Sound stories in the
supplementary booklet
and Teacher’s Book
Jolly Phonics Skill 1:
Learning the letter sounds
 Tell the story from the following places:
 Short sound stories in the supplementary
booklet, the longer story in the Teacher’s
Book and or the Big Books.
 Learn the new sound through the sound
story.
 Encourage learners to pick out the words
with the new sound.
 What sound do all these words start with?
 Tell the story in ENGLISH.
 Retell if needed in mother tongue for
comprehension but the most important point
is that the words with the new sounds are
identified.
 Translate key words into mother tongue.
 Step 2: Action
 Use the action as you tell the
story.
 Say the sound and explicitly
teach the action after the
story.
 Get learners to show each
other the action as they say
the sound.
 Sing do as I do song to revise
actions for learnt sounds

Jolly Phonics Skill 1:

Learning the letter sounds
 Step 3: Flashcard
 Make your own flashcards
 You must have these available for
every lesson.

 Be creative and write the sounds on

Point to the new sound on
charts and posters
coconut shells, cardboard cut outs,
toilet rolls.

 Show the flashcard for the new

sound, say the sound several times
and explain this is what the sound
looks like.

Jolly Phonics Skill 1:  DO NOT use letter names , just call it

Learning the letter sounds a sound.
 Step 4: Formation
 Demonstrate froggy legs pencil grip.
 Mirror air write the sound and get your
learners to copy
 Model ‘start at the point’.
 Show how to form the sound correctly on
the board.
 Identify the sound as a giraffe, monkey or
tortoise letter.

 Learners to practice forming the new

Tripod pencil grip
e and d are the only
sounds that start in
the middle.
sound (while saying the sound) in the air,
on their friends back, on the floor, in the
dirt, on the board, tracing in their pupil
books, modelling the sound and on their
palm.
Jolly Phonics Skill 2:
Letter Formation
 Step 5: Blending
 Put sound buttons on the black
board and your flashcards.
 Encourage learners to touch the
sound buttons (in their pupil books)
as they blend the sounds,
 Use words from the word booklet in
your supplementary booklet and
Further Blending Practice in the
Teacher’s Book
Jolly Phonics Skill 3:
Blending
BLENDING IS THE CRUCIAL SKILL
FOR READING.
If you don’t teach this then the learners will
never progress from knowing the letter sounds
to being able to read them.
 Do blending every day:
 Arm blending
 Silent blending with actions
 Blending song
 Learners holding flashcards
 Blending games; bounce, bean bag blending,
silent blending on the board
 Reading words with known sounds
 Reading phrases with known sounds
 Blend nonsense words
 Eventually learners will only sound out the
word and need to blend when it is unfamiliar
Step 6: Sounding
The words are in the Teacher’s
Book. These pictures are in the
Pupil Book. You can also draw
these or your own ones on the
board
Jolly Phonics Skill 4:
Identifying Sounds in words
Sounding occurs when learners CAN’T see
the written word.
SOUNDING IS CRUCIAL FOR BEING ABLE TO
SPELL
There are lots of ways to do sounding.
 Who can tell me a word that starts with e.g.
/f/?
 How many sounds are in the word e.g cup?
 Who can give me a word with sound /o/ in
the middle?
 Who can give me a word that has sound /t/
in it?
 Which word does not have sound /ai/ in it?
(call out rain, stain, sheep, paint)
 Which picture does not contain the new
sound? Point to the picture on board or in
pupil book.
 Can you sound out the word….
There are lots of games in the supplementary
booklet; thumbs up, thumbs down, counting
sounds, chopping game
 Step 7: Dictation
There is daily dictation in your
Teacher’s Book and Scheme of work.
Only dictate sounds, words
and phrases/tricky words
containing learnt sounds.
Dictation can be done on the
blackboard too.
Jolly Phonics Skill 2:
Letter Formation
Do dictation daily.
This is the chance for
application of letter
formation skills and
sounding.
Choose words from the
word booklet.
Follow the dictation
section in the Teacher’s
Book.
Dictate sounds
Dictate words
Dictate simple phrases
Dictate with actions
Jolly Phonics Skill 4:
Identifying Sounds in words
 Step 8: Jolly Song

Remember to do
the action as you
. sing!

Singing is fun!

 The words for the Jolly Songs and the Sound Song are in
you supplementary booklet. If you do not remember the
tune, just make one up!!

Do as I do  You can listen to the sounds and the songs on the Jolly
Come and Dance! Phonics Lessons App.

 The songs reinforce the letter sound and actions. Show

Jolly Phonics Skill 1:
the flashcards while you sing too.
Learning the letter sounds
 Tricky Words
 Display these in your classroom
 Make flashcards
 These are the ONLY words to
MEMORISE
 Do ‘Look Say Cover Write Check’
 Read P 17 of the Teacher’s Book for
more guidance.
 Practice using new tricky words in
oral sentences.
 Write simple sentences on the
board and underline the tricky
words.
Jolly Phonics Skill 5:  Sort out flashcards/words on board
Tricky words
into tricky words and regular
words.
 Use your posters!
 On-going assessment
The most important thing is
for teachers to use their
EYES and EARS. They need to
constantly watch their pupils
and listen to them to make
sure that what they are
teaching is being
understood.
Once 70% of the class have
mastered the new sound
and can do the 8 steps, move
on!

There is daily revision in Jolly Phonics and teachers Record progress in;
should make on going assessments rather than test at Sounds, blending,
the end of a term. Fill in the assessment sheet in your consonant blends, digraphs,
supplementary booklets as the year progresses. writing simple words and
Update it regularly. Remember to photocopy it!!! reading tricky words