Jolly Phonics Alphabetical Order

[Lupita Calvi]

WithJolly Phonics the sounds are taught in a specific order (not alphabetically) that makes learning the alphabet easy and fun. This enables children to begin building words as early as possible. The letter order is as follows:

The Grammar 1 Workbook 1 (in print letters) is the first in a series of 6 workbooks that contain grammar, spelling and punctuation topics ideal for children who have completed their first year of phonics.

These workbooks provide structured practice and support for children entering their second year of literacy learning after mastering basic reading and writing skills. Following the units covered in The Grammar 1 Handbook, Grammar 1 Workbooks 1-6 cover an academic year of fun activities that reflects KG teaching. Containing handy checklists for what children are learning in school, these workbooks enable children to be confident writers through independent practice. Ages 5+. Also available to purchase as a set of 1-6.

Grammar 1 Workbook 3

Reinforcing: alphabetical order, learning of short vowels, capital letters, proper nouns and initial consonant blends.

Introducing: verbs, conjugation, verb tenses and key rules for spelling.

Basically, I work in a preschool. At the moment, there is nothing in place which offers children the chance to learn about letters and sounds. I am very keen to start this! I was thinking of introducing the

I am also keen to start the Jolly Phonics programme. My confusion is that I dont know whether it would be better to introduce the letters in the format that the jolly phonics provides or in the alphabetical order (which obviously parents will be more familiar with) I dont want to confuse any children who are going to school in September either.

How does everybody else do this? As i mentionned. it is something that has not been implemented here yet and so any advice would be very helpful!! I need to sort it out soon so i can include info in our newsletter for the parents!!!

If you go to the Standards Site you will find the National Primary Strategy Letters and Sounds which will provide you with all the materials, ideas and learning hierarchy you need for what you wish to do, and how to integrate it into your curriculum. Phase One is designed for Foundation Stage so don't be put off by it being part of the Primary Strategy. You will find a lot of this is what you are already doing.

When I joined my setting the pre-school children sat for half an hour doing phonics every morning, this was out of a 2.5 hour session. I stopped it the minute I took over. We have sent staff on letters and sounds training, there is a document from the dfes ref:00281-2007FLR-EN the feedback I have had from staff who attended this training did not mention any teaching of phonics, it was more about rhythm and rhyming etc. We don't do phonics in a formal way but do talk about the first letters of our names etc, we have many labels around the room for the children to see. We have quite a few children who can recognise all their peers names from self registration and one who can also write everyones names! Personally I don't think it needs to be introduced at such a young age.

I don't know if this would help you clarify it in your mind; it hepled me. I also find it helps to explain it to parents this way. Our EYATs said that it's phonological awareness we develop in Phase 1; phonics starts with Phase 2 which, as Wendles and Jacqui say, is not aimed at preschool children.

I agree. We have been concentrating on phase 1 and are introducing the beginning of phase 2 with a letter/sound each week followed by two re-inforcing weeks each half term. Over a year that has given a gentle introduction to initial sound/letter recognition. We use a combination of jolly phonics and letters & sounds (which are basically the same anyway.) The letters and sounds DVD that comes with the document is excellent for ideas.

Phase 1 is a crucial phase to embed and it has to run alongside phase 2 for older children, particularly for those with under developed speaking and listening skills. However I do think it is important to also go with the pace/needs of more able children too. If they pick up the phonemes really quickly, they must be catered for or they may get bored. This doesn't mean 'death by phonics' for 25 mins a day - just a more differentiated approach to cater for all needs.

i have to say since we introduced jolly phonics a year ago the difference in children sounding out letters and words is amazing. we do it very genltly with one set of letters and the 'big book; each term and the children love it - as do the parents with the progression eing made.

The order of letters in both Letters and Sounds and Jolly phonics is to enable children to start blending and segmenting much quicker than with the order of the alphabet. Once children know the first 6 letters 'satpin' you can start with blending and segmenting cvc words straightaway. This should be started in reception. Phase one should be done in preschool and basically run along side the other phases and continue right through keystage one.

There is a very good article on Phonological Awareness by Kirstie Page in September 2008's EYE Magazine. She states: 'Good phonological awareness is ESSENTIAL preparation for later phonics activities and must be developed before teaching individual letters'.

Four main activities: Playing with words using rhyme and alliteration, developing beat skills i.e. clapping, marching; clapping out words by syllables including children's names and auditory blending i.e. Ha-rri-et, E-mma and so on.

You should only be using Letters and Sounds Phase 1 with your children - you can order just this phase on the standards websit. There is no expectation that children should know what the letters look like until they are in the reception class. It is all about phonological awareness - listening, rhyming, matching and reproducing sounds. It's all in the Letters and Sounds materials. They should be practical and multi-sensory activities and children should be practising these skills through child intiated activities.

Hi we started this idea last term and are running it in the same way as you an interest table with the letters on. We dont run alphabetically though I contacted the EY teacher at our local primary and she has given me the order that she teaches letters and so we run with that it ensures a bit of continuity for the children

I feel as though I am always writing about waiting to teach letter recognition. Wait and let little hands get strengthened by other activities. Wait until little minds have had ample time to hear different words and sounds. But a day will come when you SHOULD teach your little ones their alphabet letters, of course.

Whether it is when they are 3, 4, 5, or 6, at one point or another, they will be ready, and teaching letter recognition will be the name of the game. So, when they are ready, what is the order for teaching letters?

At first, relatively quickly, I would introduce the first row of letters, maybe over a week. Then we do lots of activities playing with those letters: their sounds, shapes, and names. Once they are mastered, we add in the next row. Building and growing, slow and steady.

Introducing the letters and letting little ones begin to make words almost right away creates a huge sense of pride. And since you waited to introduce the letters (you did wait, right?) they are absolutely ready and will be catching on right away, grasping those letter names and sounds easily. If not, perhaps wait a little longer.

As a pediatric Occupational Therapist who consults with teachers about how to best teach letter FORMATION, this is not accurate. Children learn how to write letters in a developmental pattern. Horizontal and vertical lines first, then curves, then diagonals. Also, there are several more strokes when writing lowercase letters, so this is why uppercase letters (combination of only 4 strokes) should be taught first. When teaching children how to write their letters, the research is quite different than what you are suggesting.

This is a great point, Sarah! I believe in delayed writing, and am encouraging this method for teaching letter recognition, not formation. With these games and activities children practice letters and also practice building those important fine motor skills, pincer grip, and hand strength. Once children are ready to hold a pencil they will be strong and capable and will be able to print without any trouble. I believe children struggle to learn to print because they are being asked to write too young, or before hand muscles have properly developed for a number of reasons. Would you agree?

Hi Carly! Yes, that is how I would recommend it. I have done both ways, all uppercase and only the first letter uppercase, but I think for a name it is nice for little ones to be able to easily recognize it as it will be written in their environment ? Hope this helps! Good luck and have fun Mama!

Oh I am so happy you like this post! My two little boys are also kinesthetic learners so oodles of my posts, past and upcoming, will hopefully be a fun way for your little one to play with letters. For my little ones we are still focusing on tons of reading aloud, rhymes, and songs. And, in fact, I am just nearing the end of a book exactly on this topic! I will be sure to email you an advanced copy to check out when it is ready ? Thank you for reading How Wee Learn!

3a8082e126