Subject:
READING AND WRITING
SESSION 3
Teacher:
Dra. Jelena Bobkina
UNIT 4: STORYTELLING IN SYNTHETIC
PHONICS
4.1 Identifying the sounds in words
 The concept of
Phonological awareness becomes
relevant again in this unit.
 Phonological awareness is the general ability to hear
and appreciate the sounds of language.
 It includes the ability
 to recognise and produce rhyme and
 to distinguish the onset (the initial sound) of a onesyllable word from its rime (the remainder of the
word).
WAYS TO DEVELOP PHONOLOGICAL AWARNESS:
listen for the first
sound in a word.
 Start by having your child
 Games like I-Spy are ideal for this:
 http://www.youtube.com/watch?v=z9d8_IDmNm0
 Next try
listening for the end sounds, as the
middle sound of the word is the hardest to hear.
 Where is the sound?:Listening for the beginning, the middle and the end
sounds.
http://www.youtube.com/watch?v=vm3NvUxaY0k&list=PL36538036A609498E
 Begin with simple three-letter words such as cat or hot.
 A good idea is to say a word and
tap out the sounds. Three
taps means three sounds. Say each sound as you tap.
 Rhyming games, poems and the Jolly Jingles also help
tune the ears to the sounds in words.
 Match the rhyming words:
 http://www.youtube.com/watch?v=gT7TUgjpmU8&list=PL36538036
A609498E
 Filling the missing rhymes:
 http://www.youtube.com/watch?v=ccsrF0vCYE0&list=PL36538036A
609498E
 Other games to play are:
 Add a sound: what do I get if I add p to the beginning of ink?
Answer: pink. Other examples are m-ice, b-us...
 Take away a sound: what do I get if I take away p from pink?
Answer: ink. Other examples as above, and f-lap, s-lip, c-rib, d-rag,
p-ant, m-end, s-top, b-end, s-t-rip...
 Sound attendance:
 http://www.youtube.com/watch?v=jwqeWEUBxgU&list=PL36
538036A609498E
 Names Song: Foundations for Phonemic Awareness:
 http://www.youtube.com/watch?v=bSyXyouWsbU&list=PL365
38036A609498E
 We can also use stories to develop phonological
awareness:
 Phonemic Awareness Read Aloud: Using Stories to
Develop Phonemic Awareness Skills:
 http://www.youtube.com/watch?v=z3NERmURt
_w&list=PL36538036A609498E
Once a child can hear the sounds in words, and knows one
way
of
writing
each
sound,
they
can
write
independently.
Initially, the children will not spell accurately but their work
can be read, for example, ‘I went hors riedin that wos fun’.
 Most children, by the end of their first year, should be able to
write their own news and simple stories independently.
 It will be exactly what they want to say as they are not
restricted by writing only the words they have learned by
heart.
 Accurate spelling develops gradually from reading books,
knowing the alternative vowel sounds and following a
spelling scheme.
 How to teach children to identify the sounds in words:
 http://jollylearning.co.uk/2010/11/01/identifying-the-
sounds-in-words/
 Miming words with Jolly Phonics:
 http://www.youtube.com/watch?v=T67TXHFTXtg
4.2. STORYTELLING IN SYNTHETIC PHONICS
sharing of stories and
events through words, sounds and visual
images.
 STORYTELLING is the
 An effective storyteller captures the attention of listeners and
accomplishes the
which may be
goal of telling the story,
 to entertain,
 convey information,
 teach an important life lesson,
 or persuade listeners to take action of some kind.
 Storytelling techniques
may incorporate
 a combination of tone usage,
 animated sounds and gestures,
 and digital tools.
 Storytelling also contributes to the identification of sounds
in words.
helps to transfer
decontextualized language into a meaningful
context for children.
 Storrytelling
approach
 All
stories in Jolly Phonics
are centered around
everyday life situations that kids are familiar with:
 going for a walk,
 playing musical instruments,
 doing sports,
 eating, etc.
 For example, instead of only identifying the letters "th"
as a digraph, or two letters that equal two different
sounds, we tell the children a story.
 A family goes to the circus. One clown is a bit rude, and puts
out the tip of his tongue making the sound th (voiced, as this).
The other clown is very rude / he sticks out his tongue a long
way, saying ththth (unvoiced, as in thin).
 A story for the "ng" sound:
 Some children are watching wight lifing on television.They
laugh at the strange faces and noises.Then they pretend they
are weight lifters, using brooms and pulling a face, and say
ngngngng.
 A story for the "c" and "k" sound:
 A family goes on holiday to Spain. They go in airplane. I is
lovely and hot in Spain. They spend the day on the beach and
come back in the evening for dinner. After dinner, Spanish
dancers perform in the hotel. The ladies wear bright coloured
dresses and have castanets which make a cccccccc sound.
 Storytelling remains the best way to teach children to speak
and write.
 Storytelling with Jolly Phonics
 http://www.youtube.com/watch?v=fKdQhw9z_6U
4.3. ADVANTAGES OF USING STORYTELLING IN
THE CLASSROOM
 it can contribute to student academic success and
emotional well being.
 it is especially well-suited for student exploration.
 storytelling is accessible to all ages and abilities.
 no special equipment beyond the imagination and the
power of listening and speaking is needed to create artistic
images.
 Storytelling can encourage students to explore their unique
expressiveness and can heighten a student's ability to
communicate thoughts and feelings in an articulate, lucid
manner.
 Support daily life skills: to remind children that their spoken
words are powerful, that listening is important, and that clear
communication between people is an art.
 Gaining verbal skills: becoming verbally proficient can
contribute to a student's ability to resolve interpersonal conflict
non-violently.
 Imagination: both telling a story and listening to a well-told
tale encourage students to use their imaginations.
 Passing on wisdom: storytelling based on traditional folktales
is a gentle way to guide young people toward constructive
personal values by presenting imaginative situations in which the
outcome of both wise and unwise actions and decisions can be
seen.
UNIT 5: READING and WRITING with
JOLLY PHONICS
5.1. Reading with Jolly Phonics Readers
 The JOLLY READERS are designed for children who have
learned to read and write with Jolly Phonics.
 There are three series: “The Inky Mouse and friends”,
General Fiction and Nonfiction.
 In all three the vocabulary is carefully controlled, so children
can apply their new reading skills.
 The Jolly Phonics Readers provide the
best start for
children just starting to read.
 At every stage the words are within reach of the
children as they use their letter sound knowledge and the
tricky words already taught.
readers builds on knowledge and
skills previously learned so that they are able to
 Each level of the
practise blending until it is the automatic response to working
out new words.
 Gradually
42 letter sounds, main 19 alternative letter
sounds and more frequently occuring tricky words
 the
are taught, which prepares the children to read more
complex books.
JOLLY READERS
 At every stage
the words are within the reach of
children as they use their letter sound knowledge and
tricky words already taught.
 Tricky words are shown at the back of each book. Light type
is used as a guide for those few letters that should not be
sounded out, such as the /b/ in lamb.
Jolly Readers Level 1
 Features words that are spelled regularly, and can be
sounded out with the 42 letter sounds first taught in
Jolly Phonics.
 8 Pages per book
 11 Tricky Words per book
 1 Sentence per page (approx)
 0 Alternative spellings per book
Jolly Readers Level 2
 In addition to the 42 letter sounds, Level 2
introduces /y/ used for the /ee/ sound at the end of
words like ‘funny’.
 12 pages per book
 20 Tricky Words per book
 2 sentences per page (approx.)
 0 alternative spellings per book
Jolly Readers Level 3
 Introduces the ‘magic e’ for spelling words with the long
vowels, as in ‘make’, ‘like’, ‘bone’ and ‘tune’.
 Introduces some alternative spellings of the digraphs.
 16 Pages per book
 40 Tricky Words per book
 4 Sentences per page (approx)
 5 Alternative spellings per book
Jolly Readers Level 4
 The stories are much longer, and introduce more tricky
words.
 Covers all the Jolly Phonics alternative vowel spellings
that are used to make words like ‘day’, ‘seat’, ‘night’,
‘snow’, ‘few’, ‘girl’, ‘straw’, ‘boy’ and ‘scowl’.
 16 Pages per book
 61 Tricky Words per book
 4 Sentences per page (approx)
 18 Alternative spellings per book
 If it is necessary to use non-decodable books then we
recommend waiting
a good level of
fluency and decoding has become the
automatic response to unknown words.
 until the children have reached
 Ideally, this should be after the children are confidently
reading the Jolly Phonics Green Level Readers, or equivalent
decodables.
WEBSITES THAT PROMOTE READING WITH
SYNTHETIC PHONICS
 STARFALL
 A free website to teach children to read. Perfect for kindergarten, first grade,
and second grade. Contains exciting interactive books and phonics games.
 www.starfall.com
 BBC EDUCATION: WORDS AND PICTURES
 This BBC site does a fabulous job of integrating audio and animation into a really
fun learning experience.
 http://www.bbc.co.uk/schools/wordsandpictures/index.shtml
 PHONICS GAMES ONLINE
 http://www.kizphonics.com/materials/phonics-games/
 I KNOW THAT: PHONICS
 Interactive worksheets where the word search puzzles actually
pronounce and spell each word as you find it!
 http://www.iknowthat.com/com/L3?Area=L2_LanguageArts&CO
OK=
 READING BEAR
 Reading Bear is a collection of free, well-made, multimedia phonics
presentations to teach kids to read.
 http://www.readingbear.org/GettingStarted.aspx
 READING GAMES FOR YOUNG KIDS
 This site houses reading games according to age level.
 http://resources.kaboose.com/games/read1.html
5.2. Teaching Writing to Young Children
5. 2.1. How To Teach Creative Writing To Young
Children
 Teaching children to write creatively is not something that
you can complete at any one particular grade level.
 It involves a series of planned situations and activities that
gradually lead to independent writing.
As teachers our goal is to develop the writing
skills of our students.
This means that we must slowly direct each child
to writing independently.
To do so a teacher must model good writing,
write with them collaboratively, guide their
efforts and allow them to work on their own.
 These stages are summed up under the following headings:
 Modeled Writing
 Shared Writing
 Guided Writing
 Independent Writing
1. Modeled Writing
What is Modeled Writing?
 MODELLED WRITING
 http://www.youtube.com/watch?v=9I7MM5gl3d4
 Modeled writing is the first step in teaching writing to
children. This is when the teacher is in front of the
class doing all of the writing.
 If your students struggle greatly with getting their ideas
going, come back to this basic step and model your writing
process for them.They need to see it being done.
 Make your thoughts about the process known (be explicit)
while you are teaching writing to children.
 The key to modeled writing is to never assume your students
are following you.
 Tell them everything you are doing and why. It is not enough
for them just to watch you.
 As well, don't try to model so many things that the lesson
goes on too long - you will lose their attention.
2. Shared Writing
SHARED WRITING
http://www.youtube.com/watch?v=aAQyTLDlvbk
http://www.youtube.com/watch?v=XRZ9uZ4h0Ss
 During shared writing, a teacher will scribe the words, but
the students are now invited to contribute to the piece.
 This is the type of writing would be appropriate for
any primary writing.
Main charcateristics:
 Students contribute ideas while the teacher writes
 Lots of discussion, questions and answers
 Think alouds continue to be used
3. Guided Writing
 GUIDED WRITING
 http://www.youtube.com/watch?v=ov3jehZ9-iI
 http://www.youtube.com/watch?v=8qt-njsn5fQ
 Guided writing is the third step in teaching writing to
children.
 In guided writing, teachers continually provide feedback,
redirection and expansion of ideas.
 Any area of writing can be addressed, but it works well to
put similar needs together and address them at the same
time.
 Main charcateristics:
 The step between teacher directed and independent
writing
 Teacher utilizes prompts and clues to help develop
ideas and organization
 Teacher works with students either small group or
independently
 Oral discussion of sentences before writing
4. Independent Writing
Independent Writing
 http://www.youtube.com/watch?v=fgKYCoD391k
 http://www.youtube.com/watch?v=_eV9ZEHs4iQ
 This is where the students effectively utilize written language
for their own purposes or as assigned by the teacher.
 These writing pieces can be anything, from creative stories
and reports to writing journals or letters to friends and
family.
 Main charcateristics:
 Students use ideas from shared writing to produce their own
independent piece
 Reference to charts and other materials to revise and edit
composition
 Teacher evaluation for growth
 This part of teaching writing to children must always include a
time to share. It is critical to provide validation of your young
author's process and growth as a writer. This provides them not
only recognition, but an opportunity to receive feedback.
 Some other tips on writing:
 Ruth Miskin - How to Teach Children to Write - Oxford School
Imp (2 min)
http://www.youtube.com/watch?v=6Fd813fKoqw
 Instruction & Modeling in Writing (18 min)
 http://www.youtube.com/watch?v=UsMfrQJSbwk
5.3. Ideas to start writing with young
learners
5. 3.1 Fun topics
 Give them fun topics which they will learn about themselves
while writing. Have them draw a picture or collage to go
with their essay.
http://www.kidsplayandcreate.com/50-positive-creativewriting-topics-for-kids/
 1. Have the children write on top of the page: I Am Special







Because….
2. If I was a super hero what kind out super hero would I be
and what powers would I have (This can also be done using
villains)?
3.What do I want to be when I grow up and why?
4. If you were given 3 wishes what would they be and why?
5. If I could invent a new animal what kind of animal would I
make (i.e sounds, diet, where the animal lives etc…)?
6. If I could invent a new toy what kind of toy would I create
and why?
7. If I could make something disappear in my life what would
it be and why?
8. All About me essay. Have children write about all their
likes and dislikes.
 5. 3.2 Creative Writing worksheets
 Usually students are asked to finish the story.
 http://bogglesworldesl.com/creativewriting.htm
 http://www.englishforeveryone.org/Topics/Writi
ng-Practice.htm
5. 3.3 Writing projects for kids
 Newspaper Story
 Write a Script
 Make Journal
 Who are they?
 Comic books
 Make an ideas jar
 Design and write an online Blog
 Write a movie review
 Write a Haiku or Limerick
 http://www.homeschooling-ideas.com/creative-writing-
activities-for-kids.html