Hands up for Jolly Phonics and Jolly Grammar

Aligns with the Common Core State Standards (CCSS) from Kindergarten to Grade 2

The Common Core State Standards (CCSS) a

Kindergarten Jolly Phonics Reading Foundational Skills
R Follow words from left to right, top to
bottom, and page by page represented in written language by specific sequences of letters spaces in print

Gr Jolly G Language Conventions of Standard English Reading Foundational Skills Print Concepts
R Recognize the distinguishing features of a
sentence (ex.: first word, capitalization, ending punctuation)

Print Concepts

R Recognize that spoken words are

letters

R Print many uppercase and lowercase R Use frequently occurring nouns and verbs R Form regular plural nouns orally by
adding /s/ or /es/

R Understand that words are separated by R Recognize and name all uppercase and

R Distinguish long from short vowel sounds

in spoken single-syllable words Orally produce single-syllable words by blending sounds (phonemes), including consonant blends

Phonological Awareness

lowercase letters of the alphabet

Phonological Awareness
R Recognize and produce rhyming words R Count, pronounce, blend, and segment
syllables in spoken words

R Understand and use question words R Use the most frequently occurring
prepositions

R Produce and expand complete sentences

in shared language activities and the pronoun I

R Isolate and pronounce initial, medial

vowel, and final sounds (phonemes) in spoken single-syllable words Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)

R Capitalize the first word in a sentence R Recognize and name end punctuation R Write a letter or letters for most R Spell simple words phonetically, drawing
on knowledge of sound-letter relationships

R Blend and segment onsets and rimes of

single-syllable spoken words

R Isolate and pronounce the initial, medial R Add or substitute individual sounds
(phonemes) in simple, one-syllable words to make new words

vowel, and final sounds (phonemes) in threephoneme (CVC) words

consonant and short vowel sounds (phonemes)

Phonics and Word Recognition

Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound)

R R R R R

R Demonstrate basic knowledge of lettersound correspondences by producing the primary or most frequent sound for each consonant with the common spellings (graphemes) for the five major vowels

Phonics and Word Recognition

Key

Decode regularly spelled one-syllable words Know final e and common vowel team conventions for representing long vowel sounds Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word Decode two-syllable words following basic patterns by breaking the words into syllables

R Associate the long and short sounds R Read common high-frequency words by
sight (ex.: the, of, to, you, my, is, are, does)

R R R

Jolly Phonics Jolly Grammar Jolly Phonics & Grammar

R Distinguish between similarly spelled

words by identifying the sounds of the letters that differ

R Read words with inflectional endings R Recognize and read grade-appropriate

irregularly spelled words

R Read emergent-reader texts with purpose

and understanding

Fluency

Our thanks to Deb Bible who helped produce this guide.

and how Jolly Phonics and Jolly Grammar align

Grade 2 Jolly Grammar Language Conventions of Standard English
possessive nouns

rade 1 Grammar Reading Foundational Skills

Language Conventions of Standard English

R Use collective nouns (ex.: group) R Form and use frequently occurring
ourselves) irregular plural nouns (ex.: feet, children, teeth, mice, fish)

Phonics and Word Recognition

R Distinguish long and short vowels when
reading regularly spelled one-syllable words additional common vowel teams words with long vowels suffixes

R Print all upper and lowercase letters R Use common, proper, and R Use singular and plural nouns with
matching verbs in basic sentences (ex.: He hops; We hop) pronouns (ex.: I, me, my; they, them, their, anyone, everything)

R Know spelling-sound correspondences for R Decode regularly spelled two-syllable R Decode words with common prefixes and R Identify words with inconsistent but
irregularly spelled words common spelling-sound correspondences

R Use reflexive pronouns (ex.: myself, R Form and use the past tense of frequently
occurring irregular verbs (ex.: sat, hid, told)

R Use personal, possessive, and indefinite R Use verbs to convey a sense of past,
present, and future (ex.: Yesterday I walked home; Today I walk home; Tomorrow I will walk home)

R Use adjectives and adverbs, and choose

between them depending on what is to be modified in shared language activities geographic names letters

R Recognize and read grade-appropriate

R Produce and expand complete sentences R Capitalize holidays, product names, and R Use commas in greetings and closings of R Use an apostrophe to form contractions
and frequently occurring possessives writing words

R Use frequently occurring adjectives R Use frequently occurring conjunctions

(ex.: and, but, or, so, because) demonstratives)

R Use determiners (ex.: articles and R Use frequently occurring prepositions

(ex.: during, beyond, toward)

R Produce and expand complete simple

and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts

R Capitalize dates and names of people R Use end punctuation for sentences R Use commas in dates and to separate
single words in a series

See our catalog for resources to help you implement the CCSS

R Generalize learned spelling patterns when R Consult reference materials, including

beginning dictionaries as needed to check/ correct spellings

R Use conventional spelling for words with R

R Determine or clarify the meaning of

Vocabulary Acquisition and Use

common spelling patterns and for frequently occurring irregular words

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (ex.: because)

unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies both print and digital, to determine or clarify the meaning of words and phrases

R Use glossaries and beginning dictionaries, R Use words and phrases acquired through
conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe

R Use words and phrases acquired through

13 Catalog 20

Resources to help you implement the Common Core State Standards (CCSS) from Kindergarten to Grade 2
Software Whiteboard Readers Deco dable Spelling & ar m Jo lly Gram pport Website Su ns Jo lly Actio s Jo lly Song

ing fun! Make learn

Fun resources for Jolly Phonics and Jolly Grammar

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