Phonics

LESSON 26 Letter Jj /j/

CARDS WORKSHEETS DECODABLE BOOK
Jj sound/symbol card Phonemic awareness Jig, Jag, and Jog
Jj letter cards Phonics
Decodable word cards: Practice sheet
teacher and student sets Workmat
High-frequency word cards

Phonemic Awareness
Materials: Phonemic awareness worksheet
• Say the word jam and emphasize the /j/ sound: /j/ /am/. Ask students to listen for the
/j/ sound at the beginning of the word as you repeat it. Then have them say the word.
• Tell students you are going to say some words. Some of the words begin with /j/ and
other words do not. Tell them they should say /j/ whenever they hear the /j/ sound at the
beginning of a word. Say the following words one at a time, allowing time for student
response: hat, Joe, jewelry, bird, joke, donkey, jacket, joke, cake.
• Slowly read the rhyme below, emphasizing the /j/ sound in the words, and have students
clap each time they hear the /j/ sound at the beginning of a word.
Jim jumped in a jeep to go get jam and jelly in a jar,
and Jeff jogged to a joint for juice instead of driving his junky car.
Repeat the above activity until you are confident that students can identify the /j/ sound
in the j words in the verse.
• Give students the phonemic awareness worksheet for extra practice.
Introduce the Sound/Symbol Relationship for Jj /j/
Materials: Sound/symbol card
• Show students the sound/symbol card for Jj. Read the word jet and point out that the
letter j stands for the /j/ sound in jet. Have students listen for the /j/ sound as they read
the word with you.
• Have a volunteer come up and point to the letter in the word jet that stands for the
/j/ sound.

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LESSON 26 Letter Jj /j/ continued
Blend the Sounds
Materials: Decodable teacher word cards
• Place the decodable teacher word cards jug, jam, jet, jog, and jig in the pocket chart
or along the chalkboard ledge. Ask students what the five words have in common. If
students don’t respond, point out the words all begin with the /j/ sound. Ask them
to tell you the letter that stands for the /j/ sound.
• Demonstrate sounding out the first word by saying each sound as you run your finger
under the word: /j/ /uuu/ /g/. Hold all sounds, except for stop sounds, for one second.
Then say the word quickly: jug.
• Repeat the process with the remaining words, one at a time.
Cumulative Review/Practice Sounds
Materials: Decodable student word cards
• Line up the decodable student word cards in the pocket chart or along the chalkboard
ledge. Tell students they have already learned the sounds to say these words. Point to
each word and read it with students. Then have individual students read the words. If
they have difficulty reading a word, model how to blend the sounds to sound it out.
• Have students take turns sorting the cards into groups according to the beginning sound.
Repeat, having students sort the words according to the final sound and the patterns of
sound within the words. Students can also sort the words according to those that begin
with /j/ and those that don’t.
• If time allows, put the decodable student word cards into a pile. Have students pull
a word card from the pile, read it out loud, and use it in an oral sentence.
Spell Decodable Words
Materials: Letter cards, workmats
• Give students the letter cards and a copy of the workmat. Have them line up the letters
j, o, and g under the boxes on their workmat. Say the word jog slowly. As you say the
sounds, demonstrate how to push up each sound on their workmat. Tell students that jog
is a verb that means to run slowly. Repeat and have students do theirs along with you.
• Ask students what letters they need to spell the word jam. Have them use their workmat
to spell the word jam. Repeat the process with the words jet, jug, and jig.
• If time permits, use other letters from the letter card page and have students spell words
they have learned in previous lessons. Ask what names they can make with the letters
(Nan, Jim, Tim, Tom). Remind students that names begin with a capital letter.

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LESSON 26 Letter Jj /j/ continued
Introduce New High-Frequency Words: out, over
Materials: High-frequency word cards
• Tell students they are going to learn two new words that they need to be able to
recognize and read quickly. Hold up the high-frequency word card out and read the word.
Have students read it with you. Have them write the word out in the air with their finger
as you spell it out loud with them, pointing to each letter on their card as you say the
letter name.
• Repeat the process with the word over.
Practice High-Frequency Words
Materials: High-frequency word cards
• Tell students they are going to practice quickly reading the new words and words from
other lessons. Use all the high-frequency word cards. Flash the words one at a time. If
students do not know what the word is, tell them what it is. Mix up the cards and repeat
the process several times.
• Place the high-frequency word cards face down in a pile. Give each student the
opportunity to take one of the cards off the pile, read the word aloud to the class, and
hold it up while the rest of the class repeats the word. Ask for volunteers to make
sentences using the high-frequency words. Write their sentences on the board and have
them underline the high-frequency words they used.
• Place a set of the high-frequency word cards in the reading center for further practice,
or provide students with individual sets of words for practice with a partner.
Read Words and Phrases
Materials: Practice sheet
• Before students read the book, use the practice sheet to practice reading the words they
will encounter in the book. Have them sound out each decodable word in rows 1 and 2
sound by sound as they run their fingers under the word. Point out the word jammed
in row 1 and show students how to cover the -med ending with their finger. Have them
sound out the word jam. Then have them uncover the ending and tell them the word.
Explain that the double consonant m stands for one sound.
• Have them read each high-frequency word in rows 3 and 4 quickly.
• Then have them practice reading the phrases and sentences.
• If students are having difficulty reading the words, provide more practice in blending
and spelling the words before they move on to the decodable book.

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 Phonics
LESSON 26 Letter Jj /j/ continued
Read the Decodable Book
Materials: Decodable book Jig, Jag, and Jog
• Show students the cover of the book. Have them read the title with you as you run your
finger under each word. Ask students what they see in the picture and what they think
the story might be about.
• Turn to page 3 and ask a student to point to the high-frequency word jumped. Ask
students who jumped. Did the dog jump over the log? How do they know?
• Turn to page 5. Ask what Jim is jumping over on this page. Explain to students that nag
is another word for horse.
• Give students their books. Read the first page together as you model how to sound out
decodable words and read high-frequency words quickly. If you feel students are able to
read the book on their own, have them continue reading the book independently. If you
feel students need more support, continue to read the book with them.
• After reading the book, ask volunteers to read their favorite sentences in the book.
Have them tell you all the things that made it into the pot.
More Practice
Materials: Phonics worksheet
• Have students complete the phonics worksheet.

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 Phonics
SOUND/SYMBOL CARD Phonics Lesson 26: Jj /j/

J j
jet
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 Phonics
LETTER CARDS Phonics Lesson 26: Jj /j/
#

j o b g

n a e J

T N i u

l r m t
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 Phonics
WORD CARDS Decodable Phonics Lesson 26: Jj /j/
#

jug jam

jet jog

jig

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 Phonics
WORD CARDS Decodable Phonics Lesson 26: Jj /j/
#

jug jam job jab

jet jog let jig

sun had fog cob

wet rug wig leg

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 Phonics
WORD CARDS High-frequency words 1 Phonics Lesson 26: Jj /j/
#

jump out

over saw

would said

are has
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 Phonics
WORD CARDS High-frequency words 2 Phonics Lesson 26: Jj /j/
#

for with

like want

put she

of my
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 Phonics
WORKSHEET Phonemic awareness Phonics Lesson 26: Jj /j/

Name:_________________________ Date:____________

Teacher Instructions: Have students color the pictures that begin with the /j/ sound.

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 Phonics
WORKSHEET Phonics Phonics Lesson 26: Jj /j/

Name:_________________________ Date:____________
Make a letter.

net cup jug

not win job

bet rod jig

Jan got jet

jam Jim jot

Teacher Instructions: Have students find the words that have the same beginning sound
as Joe. Then have them use a red crayon to color those boxes. What letter did they make?
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 Phonics
PRACTICE SHEET Phonics Lesson 26: Jj /j/

1 jig • jag • jog • Jim • jam

New
words jot • job • jammed

2 dog • log • bog • nag • had

Reviewed
words rat • pig • pot • not • get

3 out • over
New
h-f words

4 said • with • to • the • my • a

Reviewed
h-f words of • and • put • is • jump

a jig, a jag, and a jog

5 jumped in the jam pot
Phrases

jam with a pig

6 Jim jammed jam in the pot.

Sentences
Jim jumped over a nag.
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 Phonics
WORKMAT Phonics Lesson 26: Jj /j/

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