Jolly Phonics Scope and Sequence: Cracking the Code to Reading and Writing

GRADE 2 - TERM 1: 2025

Week Week2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
1
Sound Recap Single sounds Vowel Consonant <y> as /ee/ Hop over-(e) Double <ay> as /ai/, Consolidate Word building: Consolid
Consolidation Alternative (ck) initial and final ation/re
digraphs digraphs a-e, o-e, e-e, consonant <a-e> long and blends
Long and short Blends and /k/ c/ u-e, i-e letters short vowels vision
vowels
Revision and /s/a/t/p/i/n/ /a/i /e/o /u/ai/ ch/sh/th/th/ Letter Y makes http://bit.ly/401 -/ll/-ss/-ff/-zz Toughie /y/ Build the initial blends Revise
Spelling Rule an ee sound at EIUZ building,
/d/c/k/ck/e/h/ /oa /ie//ee/ ng/qu/ oo/ When two and Shy /i/ vowel hand: R blends
r//m/d/g/o/u/l or/ou/oi/ue/er/ /oo/ the end of a “Magic e” consonants http://bit.ly/3 Show the link L blends reading,
2/more syllable changes the and
/f/b/ z/w/ v/ j/ ar are making the C1MEH between S blends
word. previous vowel writing
y/x/ https://youtu.be/ sound from its same sound /ai/ is usually short and final blends
and next to found in the long vowels. of
Crc8zR3xiU8?si=a short
each other, middle of a words,
gzS_RZbvgVedq form to its long
with the
MG form- at to ate. you only say word
sounds
BASELINE: Jolly Phonics Workbook page 1 to 2

Many words spell tap to tape. the sound whereas

/k/ using k The ‘magic’ taught
once. <ay> is often
before e, i, or y can this
found at the
and /c/ before only hop back term.
end.
an a, o, u, over one
or before a consonant. /i/ is shy so Use
consonant. Build vowel that is why these
https://bit.ly/cksp hand. you will not words,
ellingrule find /ai/ at along
<ck> is used only the end of a with
after a short word. tricky
vowel. words to
write
Jolly Phonics Pages 3 to 5 Pages 6 to 7 Pages 8 to 10 Pages 13 to 14 Pages 15 to Page 17 Page 18 Page 12 and
Workbook 2
Activities
and 11 16 read

Word building pants remain chipmunk mummy ate doll day cot- coat tree phrases
and writing funny blade huff hay rod- road free and
can be used in span obtain mushroom
silly game bell way tap-train frog sentenc
dictation
spot object within
granny made dill sway bat-bait drip es
raincoats pathetic spray drop
snips unhappy hate bless cub- cue
magpie shopping stuffy mane dress tray sun- blue grab Children
spins subway green
disagree eggshell grumpy hope mull bed- seed must
spans canteen toothbrush paint broom read
grubby note gull fed – feed
insist snail crab their
popcorn stinking very poke summer obtain pin- pie blue
assist sportsman feeling family, globe parrot contain win - tie clock
writing:
body sole kitten words/
insists pigtail toadstool grain flap
happy amaze egg sprain glad phrases/
duck asleep scrapbook
sunny ride toffee paintbrush storm
quicksand cloakroom
 tent shouting footsteps furry, ripe rabbit playdate stop sentenc
aloud crunchy hide mitten Kate smart es
tank cake snail
couch kick dive bunny
mend jacket slime happy bake sweet
left amount flake milk
bricks Eve buzzing
deft topsoil stock theme button Jake silk
toilet place tent
dust socks bedtime jazz
cave went
glob cruel lock tube bill
tank
blot untrue ducks cute jazz wink
plod blister pocket mute hand
shudder rule sand
black

Language Capital letters Common nouns Proper nouns Adjectives Alphabetical Alphabetical Initial blends Final blends Initial and
Thursday and full stops Develop Develop Develop order/ order/ Dictionary (Phonics) (Phonics) final blends
Develop children’s children’s children’s Dictionary work Develop Consonant (Phonics)
children’s understanding of understanding of understanding of work Develop children’s blends are two
understanding of common nouns: Proper nouns: Adjectives: The children children’s awareness of or more Consonant
sentences. Naming words which are the Words that need to be knowledge of initial consonants blends that
Adding capital for things or names given to describe a noun. familiar with the alphabet that are are at the
consonant
letters and full objects that are particular each letter and how to use snapped end of a
blends. Read
stops. more than one. people and position in the a dictionary. together to word.
places. alphabet and and write read quickly.
dictionary. words more
easily by
blending it
together.
Tricky Words Group 1: Group 2: Group 3: Group 4: Group 5: Group 6 Revise Revise Tricky
Recap and was, all, I, to, do, there, they, here, one, only, by, why, where, Revise put, their, saw, once, upon, Group 4 to 6 Words taught
consolidation are, he, me, be, said, some, old, like, have, who, which, any, Group 1 to 4 right, made, two also, of, eight, during the
we, she, the come, you, your, live, give, little, many, more, four, should, love, cover, term
my, go, no, so down, what, before, other, would, could, after, every,
when were, because goes, does father, always,
want
mother,
Capital S, A, T, P I, N C, K, E, H, R, M, W D, G,O L, F, B,J Z, V Y, X
Letters
(formation and
introduction of
letter names)
Sentences We spin the top. a little popcorn chips for lunch The grumpy He found a Four toads I painted the
and phrases I snip the pants. magpies on the shopping for granny swims spooky note in float in a little subway during
(These are She assists Pat. tree sweets before the the maze. boat. the day.
guides. Use The red spots are many raincoats two pigtails weekend. Where did he There are I used the paint
2/3 for daily in the pan. Why are the pigs eggshells in a She had a black find the note? many gulls in Eve gave me.
dictation) She tricks him. asleep? pan brick in her They had a summer. The little snail
The tent has Which objects an umbrella in jacket. potluck dinner. Which dolls glides in the
some spots. remain? the storm They licked the have blue hay and left a
 The insect said cobwebs in the The insect went Six ducks swim in dishes. legs? slimy trail.
no. rain into the paint. the pond. When will we Once I saw Once upon
Your snacks are footsteps on the That is their A blond duck go eight yellow a time she
in here. train cloakroom. runs in the sand. home? parrots. fetched a pail
Give Ken a hug. sleep on a bed Father slept on Where can I find I like to dive of clay.
The dustbin has Do sportsmen the couch. quicksand? under my Jake and Kate
crisps. feel sad? pillows were at the
Plan your week at night. lake till late.
well. Cute Eve took There was a
We feel cross a flake in the big
when we ride with a cake.
disagree. tube
of slime in her
pocket.
Where did the
mule get
slime?
Informal ❖ Daily dictation exercises [4 sounds, 2 words, 1 phrase, and 1 sentence] inform your teaching. Are the children coping? What do I need to do more of and with which group of children?
Assessment ❖ Do weekly tests of the sounds, words, phrases, and sentences taught.
❖ GGR: learners will continue to read at their level.

Jolly Phonics Assess Teach Routine Station activities GGR formally takes place as of week 3 for all ability groups.
Reader Readi and Teach learners: Keep records of learners’ reading abilities and progress in your lapbook.
OR ng expectations for how to use work This information guides your teaching.
Reading using GGR cards and Learners continue reading from where they finished in Grade 1.
Card baseli Place learners in various activities The baseline results also assist in determining what the learners will read
60 minutes ne groups during GGR.
on Monday - according to the and Consider the sounds they know and if they can blend/read words. Can
Thursday reading abilities. they read sentences/paragraphs?
Focus on smooth what to do when
30 minutes transitions they need help.
on Friday between groups
and appropriate
behaviour on the
mat.
Group ● Group learners according to their reading ability after baseline assessment
Guided (can be found in the Jolly Phonics workbook) and Grade 1 handover. Objectives:
Reading ● Consider: Do they know their sounds? Can they only blend/read words?
GGR Can they read sentences/paragraphs? Building FLUENCY with letter sounds/ words/ sentences Reading accurately, quickly and
● GGR is taught daily! EVERY child needs to be on the mat EVERY day. with expression!
● Text should be decodable and aligned to letter sounds and • Answering lower- and higher order comprehension questions
words learners have learnt. • Building reading confidence
● Phonemic Awareness (PhAST) activities can take place in this time for weak
learners who struggle to blend.
Teacher Guidelines:

1. Explicitly teach learners to recognize, manipulate, and build words with sounds.
2. Follow the Jolly Phonics Teacher Guide/Scope and Sequence to teach spelling rules systematically.
3. Provide frequent blending practice to develop fluency; use the “blend-as-you-read” strategy (consider including a video).
4. Expand vocabulary by using new words in sentences, displaying them, finding synonyms, and recording them in personal and class dictionaries (see Step 3 of GGR matwork lesson).
5. Build fluency and comprehension by reading words, phrases, sentences, and stories; ask questions to deepen understanding (see Step 5).
6. Ensure learners read only texts that use letter-sounds and words they have been taught for GGR.
7. Engage learners actively in each lesson.
8. Give opportunities to apply alternative letter-sound spelling knowledge in reading and writing activities.
9. Use the entry ticket on the inside front cover of the reader to introduce each session.
Before Reading After Reading Teacher Preparedness:

Inside the cover • Comprehension!! • Know what the story is about- research about the topic if
Before giving the Red Level Readers to the Learner. • Does the learner understand what they have read? needed
• Familiarise yourself with the levelled guidance • Go back to pages and talk about them again. • Know which tricky words your learners need to practice
• Ensure the learner knows their 42 sound • Discuss new vocabulary • Know the letter sounds it’s based on
• Ensure the learner is blending confidently- mostly silently • Summarise the book • Anticipate what is new background and vocabulary
in their head • Ask some questions to encourage critical thinking (context of learners)
• The learner can recognise the tricky words by sight • Relate to real-life experiences • Plan to teach vocabulary and background knowledge
• The learner can recognise the character names (they in a child-friendly way- choose vocabulary words which
will not have learnt the alternative spellings to decode is most needed to create meaning of the story
these yet) • Prepare flashcards with letter sounds, phonics, and tricky
words
• Prepare flashcards with the character names (they will
not have learnt the alternative spellings to decode
these yet)
• Choose a reader that matches the reading level of the
learner. (can they identify the letter sounds?
• Can they blend words with those sounds?
• Do they know most of the tricky words?) information
from informal assessment
Addendum:

Monday Tuesday Wednesday Thursday Friday

New Lesson Revision Revision Language Focus Steps Informal Assessment
1)Revision 1)Revision 1)Revision 1. Revision: Quick activation 1)Informal Spelling
Fluency Focus Fluency Focus Fluency Focus 2. Context Introduction: Present Test
2) Story- 2) Story- Read It 2) Story- Read language naturally through 2) Dictation to include
Listening with learners It with learners story/situation/ previous word list with language focus
3)Action 3)Revision- Sort 3)Revision- Sort focus sound Skills Checklist:
4) Flashcard It It 3. Interacting with target language letter
5) Letter 4) Blend and 4) Blend and 4. Visual Support-Clear sounds/spelling
formation Segment Segment examples/models/ pictures of patterns
6) Sorting It 5) Dictation- 5) Dictation- language point Formation
7) Blend and Manipulation Manipulation 5. Guided Practice Blending
segment activity or Word activity or 6. Sort & Organise- group language Segmenting
*Teach two new sounds per 8) Dictation ladder Word ladder patterns Tricky Words
*Tricky Words 6) Written 6) Written 7. Written Application-link dictation Apply language
week. activity activity 8. Common Errors/Exceptions- Address in writing
typical mistakes
 Grade 2
TERM 1 BENCHMARKS
Phonics

*Can accurately identify all 42 letter -sounds from Groups 1 to 7 (including vowel digraphs (ai, ee, etc.) and consonant digraphs (sh, ch,
etc.)
*Can identify and build with /e/ as <y> such as baby, daddy, etc. and hop over-(e):a-e, o-e, e-e, u-e, i-e

*Can read and write the following words with the 42-base sounds:
✓ VC- at, am, in
✓ CVC- hem, cut
✓ CVC (with consonant digraphs)- chat, ship, them, fish
✓ CVC (with vowel digraphs)- deep, rain
✓ CCVC- plain, step
✓ CVCC- damp, rank, test
✓ CCVCC- stamp, blank
✓ CCCVC- street, splash

*Able to read tricky words accurately- blue, yellow, and red.

*Able to read and spell tricky words of blue and yellow accurately.

*Can write sentences for dictation (see criteria of sounds and tricky words) using the corrected punctuation
(capital letters, full stops, question marks, and punctuation marks)

Reading
Group 1 Group 2 Groups 3 Group 4
✓ Reading Level: Actively ✓ Reading Level: Actively reading ✓ Reading Level: Beginning to ✓ Reading Level: Starting
reading fiction and non- fiction and non-fiction Red read both fiction and non- Orange Readers with
fiction Yellow Readers (tail Readers (last set of Red fiction Red Readers (starting strong support.
end of the series). Readers), with opportunities for set of Red Readers), with ✓ Phonics and Sounds:
✓ Phonics: Can identify all 42 support and guidance to structured support to build Learning all 42 letter
letter sounds fluently. sounds; frequent
✓ Alternative Phonics Skills: enhance comprehension and reading stamina and reinforcement and
Can accurately identify and fluency. confidence. correction needed.
build words using /e/ as <y> ✓ Phonics and Spelling: Can ✓ Phonics and Spelling: Can ✓ Blending Skills: Needs
(e.g., baby, daddy) and identify all 42 letter sounds identify all 42 letter sounds structured, hands-on
apply the “hop-over e” rule fluently. accurately, with practice with blending
(e.g., a-e, o-e, e-e, u-e, i-e). ✓ Advanced Phonics Skills: reinforcement to maintain simple words (e.g., using
✓ Comprehension: Able to Beginning to recognise and fluency. letter tiles).
answer comprehension build words with /e/ as <y> ✓ Tricky Words: Can read and ✓ Segmenting: Working on
questions about texts. (e.g., baby, daddy) and the write yellow-level tricky words, breaking words into
✓ Can accurately retell the "hop-over e" rule (e.g., a-e, o-e, with regular review and sounds; guided activities
events in a story. e-e, u-e, i-e). Needs ongoing practice to reinforce to build this skill.
✓ Tricky Words: Read and practice and corrective recognition and spelling. ✓ Tricky Words: Introducing
write tricky words from the feedback for accuracy. ✓ Dictation and Writing: Able to high-frequency tricky
blue and yellow levels. ✓ Comprehension: Can answer write sentences for dictation words with visual aids
✓ Dictation and Writing: Can comprehension questions (including specific sounds and and repetition.
write sentences for dictation about texts with support to tricky words) with correct use ✓ Dictation and Writing:
(using specific sounds and develop more in-depth of punctuation, such as Writing simple CVC
tricky words) with correct responses. Guided questioning capital letters and full stops. words from dictation with
punctuation, including helps reinforce understanding Guided practice is provided focused help on sound-
capital letters, full stops, and encourage more detailed to encourage independent letter matching.
question marks, and other answers. punctuation use.
punctuation marks. ✓ Tricky Words: Able to read and ✓ Successive Blending: Requires
write yellow-level tricky words substantial support with
with support as needed. successive blending.
✓ Word Building: Can construct Scaffolding includes
words using beginning and modelling blending
ending consonant blends and techniques, using visual aids,
digraphs, with explicit and practicing sound-by-
modelling and practice on sound blending with teacher
tricky combinations. guidance to improve fluency
✓ Dictation and Writing: Can write in reading multi-syllable words.
sentences for dictation
(including required sounds and
tricky words) using correct
punctuation, such as capital
letters and full stops. Additional
scaffolding, such as prompts or
examples, is provided to build
confidence with punctuation.