Scope & Sequence: First 12 Weeks of Jolly Phonics

Teaching Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Weeks
9 –12
Letter • Sound sheets & actions Continue
revising
Recognition • Flash cards & games
s a t n ck m d l f b oa ie ee ng v oo ch sh th oi ue
letter
• Sound books i p e h r g o u ai j or z w oo y x th qu ou er ar
sounds
• Letter sound frieze: put
up section by section Learning the sounds of the
• Introduction of letter sounds and actions through stories, at a rate of one sound a day
capital letters in prepara-
• Revision of letter sounds until the children know them well
tion for reading books

Letter • Multisensory practice:

• Feeling the letter shapes: air writing / grooved letters in the Finger Phonics books
Formation - pencil hold
- correct formation
• Joining digraphs and words in the air
(only for schools with an early joined-handwriting policy)

• Neat letter-formation practice: sound sheets, dry-wipe boards, lined paper

Blending • Hearing the word after • Aural blending: • Blending words with: • Word boxes/strips: for children who can blend
the sounds have been - adult says sounds - initial consonant blends and know most letter sounds
spoken by the: in word eg stop and flag
a) teacher b) children - children identify word - double letters eg duck and hill • Red JP Readers: for children who can blend
• Letter games/activities word boxes and know the first 12 tricky words
• Word boxes
• Blending simple words that use the known letter sounds, including words with digraphs

Identifying • Encoding regular words Identifying sounds • Dictation of letter sounds and
• Dictation of letter sounds and simple regular words with digraphs
simple regular words
Sounds in • Writing simple sentences in words: Is there a
• Dictation /s/ in nest? Is it at
Words the beginning, the • Counting the sounds:
middle or the end? - Teacher calls out simple words eg dog, clap, sheep
- Class responds with individual sounds, holding up a finger for each sound:
/d-o-g/ (3 sounds, 3 fingers); /c-l-a-p/ (4 sounds, 4 fingers); /sh-ee-p/ (3 sounds, 3 fingers)

Tricky • Reading tricky words Learning Learning to read and spell the first
Words • Learning the spelling to write 12 tricky words: I, the, he, she,
of tricky words first name me, we, be, was, to, do, are, all
 Scope & Sequence: Weeks 13–24 of Jolly Phonics
Week: 13 14 15 16 17 18 19 20 21 22 23 24

Letter • Revision of the 42 letter sounds, plus the alternatives that have been taught
Recognition
• Teaching the ‹y› spelling for the /ee/ sound • Teaching ‘magic ‹e›’:
a_e, e_e, i_e, o_e, u_e Teach ‹ay› Teach ‹ea› Teach ‹y› Teach ‹ow› Teach ‹ir› & Teach ‹ew›
• Revision of the short vowels
for /ai/ & for the for the for the ‹ur› for the for /ue/
• Teaching that, in some words with short vowels, • Teaching ‹ue› and ‹u_e›
‹oy› for /oi/ /ee/ sound /ie/ sound /oa/ sound /er/ sound & /oo/
the consonant is doubled, or ‹ck› is used for the long /oo/ sound

Letter • Revision of the lower-case letters, plus the capital letters that have been taught
Formation • Introduction of the letter names through reciting/singing the alphabet

• Capital J • Capitals: • Capitals: • Revision:

Revision: Revision:
Teaching Teaching Teaching • Revising ZWV YXQ • Revision: - capitals Revision: Revision:
caterpillar tall letters letters
capitals: capitals: capitals: digraphs: • Revising • Revising - alphabet A to M capitals
/c k/ letters b d h k l t with tails
SATIPN CKEHRMD GOULFB ai, ee, ie, digraphs: digraphs: - capitals - formation N to Z
cadogq fgjpqy
oa, ue ng, oo ch, sh, th b&d

Blending / • Reading words, phrases and sentences as frequently as possible, and using blending for unknown words
Reading
• Blending words with Revision: Blending words with Sufficient teaching now covered for children to start reading Jolly Phonics
‹y› for the /ee/ sound Blending double ‘magic ‹e›’ Readers, yellow level. Only give to confident readers at this stage.
words letters &
• Blending words with with ‹ck› Comprehending Blend ‹ay› & Blend ‹ea› Blend ‹y› as Blend ‹ow› Blend ‹ir› & Blend ‹ew›
‹ck› words
double letters sentences ‹oy› words words /ie/ words as /oa/ words ‹ur› words words

Identifying • Calling out sounds in given words and holding up a finger for each sound • Writing words and sentences from dictation
Sounds in • Modelling the writing of sentences with the children • Encouraging independent writing
Words / Doubling
Identifying Spelling Spelling words with Spelling /ai/ Writing ‹b›
Writing rule for
short
Short
words with ‘magic ‹e›’: & /oi/ words & ‹d› words Spelling words that
Spelling Spelling
words vowel & ‹ir› and ‹ew›
vowels in double a_e, e_e, i_e, using correct using correct use digraphs
ending in ‹ck› rule ‹ur› words words
words letters o_e, u_e alternative formation
‹y› as /ee/

Tricky • Revision: reading and spelling the tricky words that have been taught
Words • Joining tricky words (only for schools with an early joined-handwriting policy)

Teach: Teach: Teach: Teach: Teach: Teach: Teach: Teach: Teach: Teach: Teach: Teach:
you come said they go my only like live little what where
your some here no one old have give down when who
there so by why which
 Scope & Sequence: Weeks 25–36 of Jolly Phonics
Week: 25 26 27 28 29 30 31 32 33 34 35 36

Letter • Revision of the 42 letter sounds, plus the alternatives that have been taught
Recognition • If letter-sound knowledge secure, introduce other common spelling patterns for reading eg ‹ph› for /f/, soft ‹c› and ‹g›, ‹ear›, ‹air› and ‹are› for /air/

Revise /ai/ as Revise: Revise: Revise: Revise: Teach ‹au› Revise:

Teach ‹ow› Teach ‹igh› Teach ‹aw› ‹ai›, ‹ay›, ‹a_e› Revise: Revise:
/ee/ as /ie/ as /oa/ as /ue/ & /oo/ and ‹al› /or/ as
for the for the for the /oa/ & /ou/ /er/ as
‹ee›, ‹ea›, ‹ie›, ‹y›, ‹igh›, ‹oa›, ‹ow›, as ‹ue›, ‹ew›, for the ‹aw›, ‹au›,
/ou/ sound /ie/ sound /or/ sound Teach ‹wh› as ‹ow› ‹er›, ‹ir›, ‹ur›
for /w/ sound ‹e_e› ‹i_e› ‹o_e› ‹u_e› /or/ sound ‹al›

Letter • Revision of the lower-case and capital letters, encouraging neat and accurate handwriting
Formation
Matching
Revision of the alphabet in 4 colour-coded groups: Revising Revising Revising Revising Revising Revising Revising
capitals to
• Aa–Ee (red) • Ff–Mm (yellow) digraphs: digraphs: digraphs: digraphs: digraphs: digraphs: digraph:
lower-case
• Nn–Ss (green) • Tt–Zz (blue) oa, ng oo, or ie, ee, ue sh, ch, th er, ar, ai oi, ou qu
letters

Blending / • Reading words, phrases and sentences as frequently as possible (using blending for unknown words), and developing the children’s comprehension skills
Reading • Fluent readers who have finished the yellow Jolly Phonics Readers can start the green level

Blending Blending Blending Blending Blending Blending Blending

Blending Blending Blending Blending Blending
words with words with words with words with words with words with words with
words with words with words with words with words with
‹wh› and alternative alternative alternative alternative alternative alternative
‹ow› for the ‹igh› for the ‹aw› for the ‹au› and ‹ow› as /oa/
alternatives spellings spellings spellings spellings spellings spellings
/ou/ sound /ie/ sound /or/ sound ‹al› for /or/ and /ou/
for /ai/ for /ee/ for /ie/ for /oa/ for /ue/ for /er/ for /or/

Identifying
Sounds in • Teaching the short and long vowel sounds, with regular revision
Words / • Calling out sounds in given words and holding up a finger for each sound
Writing • Writing longer words and sentences from dictation
• Writing independently on a chosen theme

Tricky • Revision: reading and spelling the tricky words that have been taught
Words • Joining tricky words (only for schools with an early joined-handwriting policy)

Teach: Teach: Teach: Teach: Teach: Teach: Teach: Teach: Teach: Teach: Teach: Teach:
any more other because saw could right does once also love every
many before were want put should two made upon of cover mother
would four their always eight after father
goes