This document provides instructions for using a book called "Jolly Stories" to help children learn letter sounds. The book introduces sounds in order through stories and pictures. It encourages finding words in pictures that start with the sounds and reading simple words made of the introduced sounds. It also explains that vowels can make their name sounds or other sounds in words.
This document provides instructions for using a book called "Jolly Stories" to help children learn letter sounds. The book introduces sounds in order through stories and pictures. It encourages finding words in pictures that start with the sounds and reading simple words made of the introduced sounds. It also explains that vowels can make their name sounds or other sounds in words.
This document provides instructions for using a book called "Jolly Stories" to help children learn letter sounds. The book introduces sounds in order through stories and pictures. It encourages finding words in pictures that start with the sounds and reading simple words made of the introduced sounds. It also explains that vowels can make their name sounds or other sounds in words.
This document provides instructions for using a book called "Jolly Stories" to help children learn letter sounds. The book introduces sounds in order through stories and pictures. It encourages finding words in pictures that start with the sounds and reading simple words made of the introduced sounds. It also explains that vowels can make their name sounds or other sounds in words.
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- ' l. j.-,• Cy• I Reading Jolly Stories with your child An important part of learning to read and write is being able to hear the sounds in words. 1 Read the story As there are only 26 There are seven stories, and each letters in the alphabet and one introduces six new sounds. 42 main sounds in English, The stories should be read in some sounds are made up order, and can be read a bit at a using more than one letter. time. The sounds with two letters are called digraphs:
ai...........aim, play, late 9 Look again 1
ar..........art, arm, start There are lots of things in the ch..........chop, chick, much main scene that begin with ee..........eel, dream, eve the sound or have the sound in them. This is a good way er..........her, bird, turn to increase your child’s ie...........pie, night, sky, line vocabulary. See how many ng..........flung, bang, string you can find! 8 oa..........oak, snow, stone oi...........oil, ointment, boy oo..........look, hood, foot oo.........moon, spoon, shoot 8 Read the words or..........order, corn, storm Your child can now have a go at ou..........out, cloud, brown reading some simple words. The qu..........queen, quick, quiz words selected use only the sounds introduced in the stories so far. The sh..........ship, shop, wish first six sounds – s, a, t, i, p, n – are th..........this, then, with introduced first because lots of th..........thin, thick, mouth simple words can be made out of 2 ue..........cue, few, cube them.
Some digraphs have more
than one way of being written. For example, the 7 Listen for the words sound ‘ai’, as in rain, can be Say the sounds in each word and see if your written as ‘ai’, ‘ay’ (as in day) child can hear the word. Now find a picture or a_e (as in cake). Jolly of it in the main scene. Phonics initially teaches one way of writing the sounds; These sounds are the ones introduced in Jolly Stories. 1. Looking for Sounds It was a sunny day, and Snake had found a quiet spot to curl up in. He was enjoying the feel of the sun on his scales and was nearly asleep, when CLICK! Someone took a picture. Snake sat up. “A perfect S shape,” said a voice – and CLICK – took another picture. Snake saw a mouse, scuttling quickly away. “Who was that?” Snake asked.
s Action: Weave your hand in an ‘s’ shape, like a snake, and say sssssss. Ss Find the pictures. Say the sounds.
s n á k
s p â d é
s n á l
“That was Inky,” said Bee. “She thinks you
might eat her for your supper.” n e s t “Why did she want a picture of me?” Say the sounds. asked Snake. Listen for the words.
“She wanted a picture of something that
makes a ssss sound,” buzzed Bee. “It’s for a book s-u-n she’s making about learning to read.” “Sssss,” hissed Snake. “I think I’d like to meet s-l-u-g this Inky Mouse,” and he slithered off after her. s-p-o-t "Sorry I'm late," buzzed Bee, rush.ing in. "We h.ad to clean out th.e h.oneycombs. Th.ey were in a bit of a mess, wax everywh.ere. Wh.ere are we going, today?" sh.e asked, looking at th.e picnic basket. "Th.e Vowel Forest," said Ph.onic. "I need some more pictures." "ai?" said Bee, frowning and putting h.er h.and beh.ind h.er ear. "l th.ink I must h.ave some wax in my ear from th.e h.oneycombs. I'll h.ave to go and see Dr West later, if it doesn't get better." & "'He-
Action: Cup your hand over your ear, asif you
are hard of hearing, and say al, a/, al? at •
m Find the pictures.
Say the sounds.
• pat n sail
"What is a vowel?" asked Snake. their names, as
''Well," Phonic started, "the letters a, e, i, o, well as their and u are the five vowel letters. Vowels can use sounds, in words. Usually, they only use their names if there are Say the sounds. Listen for the words.
two of them together, and then they only sa!J the first one. So an a and an i together sa!J a.i.
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