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Jolly Phonics, one of the programs for reading that is based on a systemic synesthetic Phonics method It was designed by Sue Lloyd (previously a teacher at Woods Loke Primary School in Lowestoft, England) and Sara Wernham (publisher: Jolly Learning in the UK that is controlled by Christopher Jolly).
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Jolly Phonics is designed for children of all abilities and offers all-sensory, child-centred and entertaining. Jolly Phonics teaches the basics of literacy using synthetic phonics in an approach that is kid-friendly. Multisensory strategies are highly engaging for children. This is supported scientifically by research and is acknowledged all over the world.

The program is focused on the learning and application in an English Alphabetical Code. The phonics curriculum has not been designed to substitute for English lessons.

Actions are given for each 42 letter sound. In the Letter Sound Order chart below will show how the letters are broken down in seven categories.

Jolly Phonics consists of five core abilities:
Learning the Letter Sounds
Learning Letter Formation
Identifying Sounds in Words
Tricky Words
Below are examples and explanations for each of the five core competencies below.

1.Learning the Letter Sounds
The 42 main sounds of English are taught. One sound per day, in order of the Jolly Phonics recommended order.

s , a , t , i ,p , n
ck , e , h , r , m , d
g ,o ,u ,l , f ,b
ai , j , oa , ie , ee , or
z , w , ng , v , oo , oo
y , x , ch , sh , th , th
qu , ou , oi , ue , er , ar
In order to introduce children to letters, a multisensory method is employed. Every sound is presented with an introduction and an action in addition to a Sound Sheet. Children will be more likely to remember what the sound is by engaging in activities that are related to the sound.

For instance, they could rub their stomachs and say "mmmmm", for the"mmmmm" sound.

The sound 'r' can be taught through action using two hands spread, and then moving like an aeroplane 'RRRRRRR ......'.

The sound 'h' can be taught as if you are tired and making "ha ......' the sound.

Every child receives the same 'Sound' Book. Every day, the sound book is filled with the sound of the alphabet. The book can be kept and returned home with each child. Parents are encouraged to assist children understand the sounds. This can be accomplished through reading from the Sound Book and/or cutting up the letters. To blend quickly, it's important to be able to recognize the sounds of the letters quickly. The flashcards that are used every day should be displayed for youngsters to use as a visual aid. Two letters could represent certain sounds, also known as digraphs. Children need to be adept at recognizing digraphs inside words, for instance, the 'ng' in strong'. Every digraph 'oo' as well as "th" are two different sounds: e.g., book and moon, thin and that. Jolly Phonics has them written in two sizes in the beginning to help children to grasp each sound.

2. Learning Letter Formation
The children are taught to correctly form each letter while they learn the sounds of the letters. At first, the teacher will ask the students to form the letters at the same time in the air. After 12 weeks, most children will be able to form letters with accuracy by feeling and writing each letter.

It is also important that children are taught how to hold their pencils correctly, using this grip.

Jolly Phonics makes use of the Sassoon Infant text face with joining tails. This makes it easier for children to master writing in cursive (joined-up) writing.

3. Blending
Jolly Phonics Blending-Jolly Reading
The children must learn the sounds and then mix them up to create words. The process begins the very first day. It is vital to ensure that children can hear when their teacher talks. For instance, "Listen carefully, what word do I say... d-o-g?" A few children might hear "dog". There are a few other words feasible, for example,'su-n" or "boy" or 'mou-se'.

Once children are able to identify the sounds and hear the words being spoken, they'll be able come up with their own words. To read, children must be able to mix letters fluently. This skill is vital for beginning and should be used as a base for understanding unfamiliar words. Children should be able recognize consonant digraphs , and mix into words such as fl-a'g' and 'sh-o-p'.

When children are able to learn the sounds of the letters and are able to read ordinary words, they may take home the 'Word Boxes to use for practice. Word Boxes are simple words made using the initial set of sound letters. Children who learn to blend words quickly can become proficient readers.

In the beginning, just one way of spelling vowels can be learned. Children must be able to mix these spellings into words prior to when they are taught the alternative spellings.

Once the children have finished the Word Boxes and discovered some odd words, they should be handed out books to read. Inform parents that their child won't be allowed to bring to home a book until he or she has accomplished the art of blending. Parents should help their children to speak about the books they've read.

4. Identifying Sounds in Words
Making out sounds in words-Jolly Reading
Children must be able hear individual sounds in words. This is especially important for writing. Children will be required to be attentive and check if they can spot specific sounds within the words. For instance, "Is there an's" in "sun", "mouse" or "dog '?"; "If there's an's", where is it coming from - the middle, end, or beginning?" Then, help youngsters to play with what they have heard to make. It is possible to practice using words like 'hat'. Children should respond with 'h-a't. They should hold up an individual finger to each sound. ,... 'h-a-t' three fingers in three ways and'sh-ip' three fingers to make three sound. It is possible to move onto more complex words, such as those with initial and final consonant blends.

When the children speak, the teacher writes the alphabet on the chalkboard. The children then take a look at the word, and then make sounds. They mix the sounds to write it. This will provide you with a better comprehension of reading and writing. This ability can be developed by practicing a few writing exercises every day.

The child will begin to write on their own after they are able to hear and write the sounds. While they may not be able to spell correctly at first, their work can still be read. When they reach the end of the first year, the majority of children should be able to compose simple reports and stories independently. They'll write as they like, since they aren't required to adhere to the terms they are familiar with. Learning to spell correctly takes time, as does as reading books and understanding the vowel sounds that are different.

5. Tricky Words
tricky-words-jolly-phonics Jolly Reading
In the first month, most children have become familiar with 18 letters. They have also been learning how to blend regular words together in a group exercise. They can then begin learning difficult words. Words that are tricky cannot be combined. These words can be introduced slowly using Jolly Phonics Tricky word Cards. Examine the "tricky" part of each word. For instance, "was" has an /o/ sound instead of an/a sound. You should be able to teach 2-3 times per week and remain up with spelling and reading.

These spelling strategies can be used: (Cover, Write and Examine)

Say It as It Sounds. For instance, you could pronounce the word'mother' with the short sound of /o/, so it rhymes with the word "bother..

Mnemonics are used to spell the word "people" (e.g., "people eat omelets people love eggs")

Jolly Phonics was thoroughly studied and proved to be highly effective. Here are some quotes of three studies that dealt with synthetic phonetics. One in England and one each from Scotland and Canada. A synthetic phonics method emphasizes the learning of individual letter sounds and how they can be combined to create words. That is Jolly Phonics' core approach to teaching.

International Research & Study :
Reading 3.6 years ahead of their chronological age Spelling 1.9 years before their chronological age Comprehension 3.5 months ahead Boys are reading 9.5 months earlier than girls Boys spelling 8.6 months prior to girls
Demo: He has just finished Phonics during Sr. KG. In the next few weeks, he will move to First. Indian Mythological stories have difficult words which can't be always read Phonetically but he is reading them all with great efficiency. We concentrate on the reading process that allows kids to become efficient Independent Readers and don't require them to do Advanced Phonics
The Research:
"Jolly Phonics children were twelve months ahead of the expected level in reading ability for their age." "The synthetic phonics classes performed better than the whole language classes on 16 of 19 reading or spelling measures" "Jolly Phonics was able to produce long-lasting results, as demonstrated by the data."
Demo: He's just accomplished Phonics as a student in Sr. KG. In the next few weeks, he will move to First. Indian Mythological stories have difficult words that can't always be read Phonetically however he's doing it very well. We emphasize reading that helps children become proficient Independent Readers and do not require them to do Advanced Phonics

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