mmmmmmmm, I've heard of the things those 'magic E's' do Maltesers!

and it has nothing to do with phonics

Thanks for the repy concerning the w.

Never heard of that one but knew the others. It just proves you're never too old to learn!!!
Red

both sound bad!!!!

Hi all, dunno if this is the right place to ask but it is about Jolly Phonics and wasn't sure if i should of made and new thread! Anyhow, during literacy lessons i carry out a 10mins ish phonics session with 4 groups of children, each group is a different ability.

I just wondered whether anyone has and phonics activities i could do with them? I use Jolly Phonics and Playing with Sounds and i blend them together. But lately have been getting bored playing the same games etc.

Any ideas would be much appriciated, Thanx

Sarah
xxx

P.S i work with Yr1

Our school uses Jolly Phonics, but also has a lot of Phonix resources, cubes with letters you can join to make words, word ladder cards, games, word building cards - cvc, letter blends, etc.

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there are a couple of examples of their stuff there.

For a low cost version I made sheets of letters and letter blends (using a table in word) and laminated them before cutting up to use with pictures for a reluctant writer to use for her spelling work. Also made a story board version where she could take the letters and stick them in place using sticky back velcro.

I like those cubes with letters on..hhhmmm

Might 'borrow' cubes from the maths draw and write the sound on them, get me thinking now.

Have only just seen this thread.

Here are some activities I do with my groups. One of the most useful resource books is the little Jolly Phonic A5 book of words. £1.99 It has all the words you can make from the first six sounds [over 30 words] then goes onto sets 2 &3 then through blends/long vowels etc. You will never have to think off the top of your head again!

Here are some ideas I use. [I am working on vowel digraphs so some of the activites will relate to them but can be adapted.

LOTTO BOARDS

Make a blank master copy A4 paper with 3 squares across and 4 squares down. save it to be used over and over again.

If you have any phonic books, photocopy and cut out pictures you want to use as the target sounds [ milk, tent, park etc......
Have one sheet with different pictures and another sheet with matching words.

Give each child a board, [mixed so some have just words and others pictures]

Instead of calling out the words or pictures, just show the card, so the ones with word cards have to find the word on board and the ones with pictures will have to read the card you hold up.
Also ask them to sound out the word first /m/i/l/k/
So that you know if they can hear all the sounds.

Afterwards you can assess and talk about any that the children got wrong.


COLOUR CODED VOWELS

When I am working with my groups and have decided on the target words. I type them up on computer [some not all as an example] I used 5 words to an A4 page.
and print them onto card.

I them print aprox 5/6 of them again and colour code the vowel in them. Short vowels in the word I do red. long vowels I do green. [when I get to the vowel digraph /ea/ one is green to represent ea as in cream and one is red as is bread[ sounds like the short vowel]

Put these words up on the board [colour coded ones in the left column, ordinary words in right column.]

Key in on the left column, talking about the vowel sounds and sounding them out together. talking like a robot.

Have a timer available and challenge the children to read all the words including those in the right column. Write down their time for them and keep it for future reference.

You could make the children a sound book [A5 in size] and after they have had a go at reading the words they could sort them and write into their personal sound books. Or you could direct them to the correct sound page and sound out the words for them to listen to and write in books.

* Once you have prepared the words on the computer [150pt at least for each word] You could use these words in different way.
Highlight each word- go into format- font and tick the checkbox that says "outline" do for each word and print off.

I have given children copies of these words, and sometimes used them for letter formation by using three different coloured felt tips and drawing inside the letters so that they look like rainbow letters.
Other times the children have coloured the words but coloured the vowel red or green depending on whether it's a short or long sound.[ This reinforces that each letter has more than one sound and is a reminder to try different sounds when reading.

Again these could be stuck in a phonics book [A4 blank] with blends/ vowel sounds on top of each page.

I always dictate a simple sentence [ Jolly Phonics reccomendation] for the children to write at the bottom of their vowel page. I use this as extra handwriting practice and check for punctuation.






At the end of the session or at the beginning of the next session they could challenge themselves to beat their previous timeing.


INDIVIDUAL FULL CIRCLE

I prefere to use this familiar game where all the children are taking part together so that they don't switch off.

What you need.
List of words to work with to make the full circle.
Phoneme frame for each child
Set of letter cards [sorted by adult] small enough to fit one letter card into a box on phoneme frame.

Example......

Using vowel digrah words /ee/

Words to be used: BEE, been, beep, keep, sheep, sleep, sweep, cheep, cheek, week, weep, peep, beep, BEE

lETTER CARDS EACH CHILD WILL NEED: /sh/ /ch/ /b/ /p/ /k/ /s/ /l/ /w/ /ee/
[only give them what they need to avoid confusion]

1. On your phoneme frame, show the children the word bee,
Use the following dialogue:
This word says bee. Show me bee on ypour frames.[ children slide the cards into the boxes on frames]

If this says bee.... show me "been"

What did you do to make "been"?

If this is "been"... Show me "beep"

Carry on like this asking how they changed the word untill you get back to BEE. Where you need to remind the children before the start that they need to listen and watch for the starting word.
Children shout FULL CIRCLE.

[ Giving children their own set keeps them on task and they also have to saty alert to know when to shout out.


PHONIC CHALLENGE

Create a master copy of a worksheet with a picture the children relate to [IE Nemo/ Incredibles] just makes it interesting to them]

How many words can you make from these cards.

Give them a set of cards that they can make words with that you have been practicing.
[This is where JP cards come in handy and also their book of words which costs £1.99 is brilliant]

Put the children into pairs and time them [about 5 mins]
I use this activity with the help from a display I have done. [Funky Phonics]
I have taken the children's photos [head and shoulders] and I have a large chart on the display. whichever pair get the most words are the funky phonicers of the week and their pictures go on the display. I make bookmarks as reward.
Children are very enthusiastic [ but I have to be careful how I pair them up and change this ech week]


SILLY QUESTIONS

As in the pips book make your own silly questions using some of the words you want to target.
I use the yes/ no cards on lolly sticks and to make it more enjoyable I tell them they are not allowed to smile so when they read the sentence: Do your feet smell? it's very hard for them not to smile or shout out.

Also:
You could have some of these sentences written on a worksheet for them. Give them a highlighter pen each [or use the rd felt tip pens to highlight]
Ask them to highlight the target words. [all the words you have been working with or all the ch words etc.

My groups have a vowel digraph book I made in publisher for them so they then transfere these to their books to use in class if needed.

Again a dictation of a sentence can be given. So they are having practice of writing the words down in context.

BACK TO BACK

Two children sit back to back on the floor.
One child has a list of words being targeted. Other child has a whiteboard and pen.

Child one sounds out a word like a robot /f/r/o/g/
Other child call out the ord, then writes it down on board.

Children swap roles after a couple of words then two other children do the same.


MAY I CROSS YOUR GOLDEN RIVER

NEED SPACE FOR THIS PLUS WHITE BOARDS AND PEN. PLUS LARGE SHEET OF PAPER AND FELT TIP PENS.

place a rope between child one and child two. Child one has a list of words either as list or on cards.

Child two says: TOM? TOM, may I cross your golden river. if so which word do I spell/sound out.[ depending on child's level of ability]

They either sound it out /f/r/o/g/ or spell it on the whiteboard.
If correct they cross to the other side of the river.Another child then has a turn.

Now, just to save those that have crossed from getting bored. have the large sheet of paper and felt tips with them and get them to write as many of the words called out as they can remember. randomly on the sheet.

Any child struggling with their turn then the adult will have to intervene and give an easier word.


SOUND BUTTONS.

Same activities as in Pips book but using A4 letter cards and big buttons to place on the floor.

I have photocopied my consonant cards onto bright pink papare and laminated them and the vowels cards onto yellow . you will need two sets of vowel cards for when you do vowel digraphs.

Make a variety of words on the floor and ask children to place the sound buttons underneath.

That's all for now.

Some websites where you might find some pictures to support making the activites.

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[SEN/ resources]

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[short vowel rhyme games]

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[litercy/word]


Hope some of these are useful
Bluebell27

Help your self malteser. I actually posted these on another forum a couple of years ago so cut and pasted them.

I still use the ideas as they are timeless really. I find that it helps if all the children are on task, rather than one at a time, as with my groups they soon loose concentration and end up looking out of the window.

I've moved on a bit from the A5 sound books and they now have an A4 sounding out book with a green cover [which corresponds with the Ruth Miskin programme] and then have a red book for transferring words that are "tricky" to sound out.

Bluebell27

It's amazing that Jolly Phonics has become so popular.We've always used it and I've been at the school for about 12years.I hadn't realised that some schools weren't using Phonics until it was in the news.All the schools up here, that I have worked in, use Phonics except one and they were poor readers! Some use Letterland.There are some interesting posts on here.

Hi there all - Can anyone tell me is there any difference between the jolly phonics way of learning and the A.L.S way. I have been looking into the jolly phonics site and although it is more colourfulll it seems to include the same sort of phonic type things. Also whats the differnce to synthetic phonics? oh very confused.

I would say the difference is in the speed that you work with the sounds.[ only my opinion as I haven't taught ALS but have seen other TAs covering it and when they saw the way I was doing phonics with my younger groups, they stopped ALS and did it Jolly phonics way [without actually calling it JP

Another difference I believe is synthetic phonics focuses on blending the sound alongside hearing the sounds. look at some of the activities I do to see how I use the activities. I found children don't really "key in" to listening to the sounds naturally so you have to work on this.

I also work two sounds together, so Rather than concentrate on say: /ai/ one week then /ay/ another week I work with them both together. This way you can introduce some of the spelling rules easier. such as /ay/ is generally found at the end of words but /ai/ in the middle so I would do some listening work like, /t/r/ai/n/ and /p/l/ay/

As I said, I am not too hot on ALS, so maybe this is how it works also, I also use decodable books for the children to go on a target sound hunt after our blending and segmenting[listening for sounds] activities and always end up with some dictation sentences within the session.