Aligns with the Common Core State Standards (CCSS)

from Kindergarten to Grade 5 for English Language Arts

Phonics Grammar Spelling Punctuation Extra Support

 How Jolly Phonics aligns with The Common Core State Standards (CCSS)

Clear and consistent standards

Building on the best of existing state standards, the Common Core State Standards
provide clear and consistent learning goals throughout school. The standards focus
on core concepts and procedures starting in the early grades, which gives teachers
the time needed to teach them and gives students the time needed to master them.
While the standards set grade-specific goals, they do not define how the standards
should be taught or which materials should be used.
Reading Foundational Skills
• print concepts • phonics and word recognition
• phonological awareness • fluency
Language Skills
• conventions of standard English
• vocabulary acquisition and use

What this guide shows

The center spread of this guide identifies the key requirements of The Common Core
State Standards. The list is detailed to reflect the reading foundation and the language
skills that are required to be taught from Kindergarten to Grade 5.

Jolly Phonics has a Handbook, or Student and Teacher’s Books, for each year. This
guide is arranged by each of these years of Jolly Phonics. Separately there is the wider
range of materials (books, posters, software, readers and more) that can often be used
over many years.

From this guide you can have confidence that Jolly Phonics aligns with the Common
Care State Standards, and will enable you to deliver it. It is a highly effective teaching
program that will enable children to:
• read fluently, with understanding
• spell and punctuate more accurately
• have a wider vocabulary
• produce better, more interesting pieces of writing
• have a clearer understanding of how language works
 Why use Jolly Phonics in your school?

A program that grows with your children

Jolly Phonics is a comprehensive literacy program that meets all the
requirements of the Common Core State Standards.

Teaching begins with systematic synthetic phonics in Kindergarten. As children

move through the Grades, the early phonics teaching is revised and extended
with the teaching of grammar, spelling and punctuation concepts.

Multi-sensory teaching keeps children active and engaged in their learning.

Lessons are carefully sequenced, age appropriate and build on childrens’
knowledge from earlier years.

Children make rapid progress and continue to develop their understanding

of how language works. This brings diversity to their writing and improves
spelling, enabling them to express themselves more accurately and clearly.

• Lesson plans with detailed teacher’s notes provide support and guidance
• Multi-sensory teaching through the school years
• Extensive range of resources, including photocopiable handbooks, student
and teacher’s books, software, decodable readers and posters

Training options to suit your school

To help you get the most from the program we provide a range of
high quality training options:
• Attend a scheduled course covering phonics and grammar
• Invite a Jolly Phonics trainer to your school for whole school
staff training
• Take the online Jolly Phonics course
For more details visit www.jollylearning.com/training-courses
 Kindergarten - Jolly Phonics Grade 1 - G
Reading Reading
Foundational Skills Language Foundational Skills
Print Concepts Conventions of Print Concepts
R Follow words from left to right, Standard English R Recognize the distinguishing
top to bottom, and page by page features of a sentence (ex.: first word,
R Print many uppercase and capitalization, ending punctuation)
R Recognize that spoken words are lowercase letters
represented in written language by
specific sequences of letters R Use frequently occurring nouns
and verbs Phonological Awareness
R Understand that words are
separated by spaces in print R Form regular plural nouns orally R Distinguish long from short vowel
by adding /s/ or /es/ sounds in spoken single-syllable words
R Recognize and name all
uppercase and lowercase letters of the
alphabet
R Understand and use R Orally produce single-syllable
question words words by blending sounds
(phonemes), including consonant
R Use the most frequently blends
occurring prepositions
Phonological Awareness
R Produce and expand complete R Isolate and pronounce initial,
R Recognize and produce rhyming sentences in shared language
medial vowel, and final sounds
words (phonemes) in spoken single-syllable
activities words
R Count, pronounce, blend, and R Capitalize the first word in a
segment
sentence and the pronoun I
R Segment spoken single-syllable
syllables in spoken words words into their complete sequence of

R Blend and segment onsets and R Recognize and name end individual sounds (phonemes)
punctuation
rimes of single-syllable spoken words

R Isolate and pronounce the initial, R Write a letter or letters for most Phonics and
consonant and short vowel sounds
medial vowel, and final sounds (phonemes) Word Recognition
(phonemes) in three-phoneme (CVC)
words R Spell simple words R Know the spelling-sound
phonetically, drawing on correspondences for common
R Add or substitute individual knowledge of sound-letter consonant digraphs (two letters that
sounds (phonemes) in simple, one- relationships represent one sound)
syllable words to make new words
R Decode regularly spelled one-
syllable words
Phonics and Key R Know final e and common vowel
Word Recognition team conventions for
representing long vowel sounds
R Demonstrate basic knowledge
of letter-sound correspondences Jolly Phonics R Use knowledge that every syllable
by producing the primary or most must have a vowel sound to determine
frequent sound for each consonant Grammar 1 & 2 the number
of syllables in a printed word
R Associate the long and short Jolly Phonics &
sounds with the common spellings
(graphemes) for the five major vowels
R Decode two-syllable words
Grammar 1 & 2 following basic patterns by
breaking the words into syllables
R Read common high-frequency
words by sight (ex.: the, of, to, you, my, Grammar 3 R Read words with inflectional
is, are, does) endings

R Distinguish between similarly Grammar 4 R Recognize and read

spelled words by identifying the grade-appropriate irregularly spelled
sounds of the letters that differ Grammar 5 words

Fluency
R Read emergent-reader texts with Our thanks to Deb Bible who helped
purpose and understanding produce this guide.
Grammar 1 Grade 2 - Grammar 2
Reading
Language Foundational Skills Language

Conventions of Phonics and Conventions of

Standard English Word Recognition Standard English
R Print all upper and lowercase R Distinguish long and short R Use collective nouns
letters (ex.: group)
vowels when reading regularly
R Use common, proper, and spelled one-syllable words
R Form and use frequently
possessive nouns
R Know spelling-sound occurring irregular plural nouns (ex.:
R Use singular and plural nouns correspondences for additional feet, children, teeth, mice, fish)
with matching verbs in basic common vowel teams
sentences (ex.: He hops; We hop) R Use reflexive pronouns
R Decode regularly spelled two- (ex.: myself, ourselves)
R Use personal, possessive, and syllable words with long vowels
R Form and use the past tense of
indefinite pronouns (ex.: I, me, my;
they, them, their, anyone, everything) R Decode words with common frequently occurring irregular verbs
prefixes and suffixes (ex.: sat, hid, told)
R Use verbs to convey a sense R Identify words with inconsistent R Use adjectives and adverbs, and
of past, present, and future (ex.:
Yesterday I walked home; Today I walk but common spelling-sound choose between them depending on
home; Tomorrow I will walk home) correspondences what is to be modified

R Use frequently occurring R Recognize and read grade- R Produce and expand complete
adjectives appropriate irregularly spelled words sentences in shared language
activities
R Use frequently occurring
conjunctions (ex.: and, but, or, so, R Capitalize holidays, product
because) names, and geographic names

R Use determiners (ex.: articles and R Use commas in greetings and

demonstratives) closings of letters
R Use frequently occurring R Use an apostrophe to form
prepositions (ex.: during, beyond, contractions and frequently occurring
toward) possessives
R Produce and expand complete R Generalize learned spelling
simple and compound declarative, patterns when writing words
interrogative, imperative, and
exclamatory sentences in response to
prompts
R Consult reference materials,
including beginning dictionaries as
needed to check/correct spellings
R Capitalize dates and names of
people

R Use end punctuation for Vocabulary Acquisition

sentences
and Use
R Use commas in dates and to
separate single words in a series R Determine or clarify the meaning
of unknown and multiple-meaning
R Use conventional spelling for words and phrases based on Grade 2
words with common spelling patterns reading and content, choosing flexibly
and for frequently occurring irregular from an array of strategies
words
R Use glossaries and beginning
R Spell untaught words dictionaries, both print and digital, to
phonetically, drawing on phonemic determine or clarify the meaning of
awareness and spelling conventions words and phrases
R Use words and phrases acquired R Use words and phrases acquired
through conversations, reading and through conversations, reading and
being read to, and responding to being read to, and responding to
texts, including using frequently texts, including using adjectives and
occurring conjunctions to signal adverbs to describe
simple relationships (ex.: because)
 Grade 3 - Grammar 3 Grade 4 - G

Reading Reading
Foundational Skills Language Foundational Skills
Phonics and Conventions of Phonics and
Word Recognition Standard English Word Recognition
R Know and apply grade-level R Demonstrate command of the R Know and apply grade-level
phonics and word analysis skills in conventions of standard English phonics and word analysis skills in
decoding words grammar and usage when writing or decoding words
speaking
R Identify and know the R Use combined knowledge of
meaning of the most common R Explain the function of nouns, all letter-sound correspondences,
prefixes and derivational suffixes. (JG3 pronouns, verbs, adjectives, and syllabication patterns and
teaches suffixes –less and –ful and adverbs in general and their morphology (ex.: roots and affixes)
several prefixes.) functions in particular sentences to read accurately unfamiliar
multisyllabic words in context and out
R Decode words with common R Form and use regular and of context
Latin suffixes irregular plural nouns

R Decode multisyllable words R Form and use regular and

irregular verbs
R Read grade-appropriate
irregularly spelled words R Form and use the simple
(ex.: I walked; I walk; I will walk) verb
tenses

Vocabulary Acquisition R Ensure subject-verb and

pronoun-antecedent agreement
and Use
R Determine the meaning of the R Form and use comparative
and superlative adjectives and
new word formed when a known adverbs, and choose between them
affix is added to a known word (ex.: depending on what is to be modified
agreeable/disagreeable, comfortable/
uncomfortable, care/careless, heat/
preheat)
R Produce simple, compound, and
complex sentences
R Use a known root word as a clue R Demonstrate command of the
to the meaning of an unknown word
conventions of standard English
with the same root (ex.: company,
capitalization, punctuation, and
companion)
spelling when writing
R Use glossaries or beginning R Use commas and quotation
dictionaries, both print and digital,
to determine or clarify the precise marks in dialogue
meaning of key words and phrases
R Form and use possessives
R Use conventional spelling for
high-frequency and other studied
words and for adding suffixes to

See our catalog base words (ex.: sitting, smiled, cries,

happiness)

for resources R Use spelling patterns and

generalizations (ex.: word families,
to help you position-based spellings, syllable
patterns, ending rules, meaningful
implement word parts) in writing words

the CCSS R Consult reference materials,

including beginning dictionaries,
as needed to check and correct
spellings
Grammar 4 Grade 5 - Grammar 5

Reading
Language Foundational Skills Language

Conventions of Phonics and Conventions of

Standard English Word Recognition Standard English
R Demonstrate command of the R Know and apply grade-level R Demonstrate command of the
conventions of standard English phonics and word analysis skills in conventions of standard English
grammar and usage when writing or decoding words grammar and usage when writing or
speaking speaking
R Use combined knowledge of
R Form and use the progressive all letter-sound correspondences, R Form and use the perfect (ex.: I
(ex.: I was walking; I am walking; I will syllabication patterns and had walked; I have walked; I will have
be walking) verbs morphology (ex.: roots and affixes) walked) verb tenses
to read accurately unfamiliar
R Produce complete sentences, multisyllabic words in context and out
of context
R Use verb tense to convey
recognizing and correcting various times, sequences, states, and
inappropriate fragments and run-ons conditions

R Correctly use frequently R Recognize and correct

confused words (ex.: to, too, two, inappropriate shifts in verb tense
there, their)
R Demonstrate command of the
R Demonstrate command of the conventions of standard English
conventions of standard English capitalization, punctuation, and
capitalization, punctuation, and spelling when writing
spelling when writing
R Spell grade-appropriate words
R Use correct capitalization correctly, consulting references as
needed
R Use commas and quotation
marks to mark direct speech and
quotations from a text Vocabulary Acquisition
R Spell grade-appropriate words and Use
correctly, consulting references as
needed
R Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade
5 reading and content, choosing
Vocabulary Acquisition flexibility from a range of strategies
and Use R Use common, grade -appropriate
Greek and Latin affixes and roots as
R Use common, grade-appropriate clues to the meaning of a word (ex.:
Greek and Latin affixes and roots as photograph, photosynthessis)
clues to the meaning of a word (ex.:
telegraph, photograph) R Use the relationship between
particular words (ex.: synonyms,
R Demonstrate understanding antonyms, homographs) to better
of figurative language, word understand each of the words
relationships, and nuances in word
meanings

R Demonstrate understanding Knowledge of Language

of words by relating them to their
opposites (antonyms) and to words
with similar but not identical meanings R Use knowledge of language
(synonyms) and its conventions when writing,
speaking, reading or listening

R Expand, combine, reduce

sentences for meaning, reader/listener
interest, and style
Writing samples from children across the year groups
who have been taught using Jolly Phonics.

Jolly Learning Ltd

82 Winter Sport Lane, Williston, VT 05495 Tel: 1 800 488 2665
Email: [email protected] www.jollylearning.com