Kids enjoy English!: Jolly Phonics

Level 5: the v sound + Magic -e

1. Introducing the v sound

Performing the action

The first we have to do is to create a story line. For this, we’re going to tell our pupils that we want them to meet someone very special, so we have to travel by van. We will take advantage of this and we’ll perform the v action according Jolly Phonics (pretend to be holding the steering wheel of a van and say vvvvvvvv).

Once we have made the noise of the van we’ll say that the sound we are producing is letter v, showing the v card.

Segmenting and blending words with visual support

We will continue the story saying that we have to start the journey. We have to hold our imaginary steering wheels and make the v sound like we were driving. However, we are going to see different things through the front window and we have to read them. The teacher will be this window, staying in front of them and showing different word cards with the corresponding pictures.

As the written words have lines under the different sounds, it will be easier for them segmenting and blending.

2. Discovering Magic -e

Learning how magic -e works

The last thing we are going to see through the window will be a superhero! The person we are looking for. So we will stop driving and we will introduce our friends name: Magic -e.

Then we will say that Magic -e gives all its strength to weak vowels leaving nothing else for himself. So he is very generous. We will use a word card to put an example.

Activities

After show how magic -e works, we will ask our pupils if they want to be a superhero too. For this we will say that we need three things: magic, speed and mental powers.

These three elements will be in different envelopes that we will put in the floor. So we’ll ask one child each time to pick up them paying attention to the drawing they have. For example, if we want the magic element, they have to catch the envelope with a magic wand, neither the brain nor the man running.

1 - Transforming words (MAGIC)

We’ll say our pupils that if they want to have magic, they have to know how to use a magic wand. For this, the teacher is going to hold a word card. Children have to read the word, then grab the teacher’s magic wand and finally put it at the end of the card. In this way, they are creating a new word and they have to read it again to see the difference.

2 - Riming magic -e words (SPEED)

For achieve speed we have to do another thing.

First the teacher is going to make two groups and they have to make a competition. Both groups have to fight to be the first ones in ordering the card words according its rimes.

Then children have to do the same but this time the teacher will time each group reading the words correctly. If any of them read a word wrong they have to start again. The teacher will use the white board to remember the time spent of each group.

3 - Making sentences using a grammar structure (MENTAL POWERS)

Finally, to get mental powers we have to do a guessing game.

First the teacher is going to show how a sentence works. For this, she is going to use a sentence divided in three parts.

Then they have to pay attention to all the words spread in the floor to try to remember them for a minute (they are the third part of the sentence).

After, the teacher will pick up all the card words and she’ll make a complete sentence using her white board. She will hide the third part with a tissue and is what children have to guess remembering the words in the floor and saying the complete sentence.

The question the teacher will ask children individually is “What do you see?” And they have to response with “I see a…”