Alignment: Overall Summary

NOTE: This EdReports.org review included all materials suggested by and purchased from the publisher for the United States version of Jolly Phonics, copyright 2014. The program was reviewed based on information provided by the publisher and the CCSS alignment document available on their website. 

The instructional materials reviewed for Jolly Phonics do not meet the criteria for alignment to standards and research-based practices for foundational skills instruction. The materials partially meet the criteria for materials emphasize explicit, systematic instruction of research-based and/or evidence-based phonics and for materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words. The materials do not provide systematic and explicit instruction and practice in fluency by focusing on accuracy and automaticity in decoding, and rate, expression, and accuracy.

See Rating Scale
Understanding Gateways

Alignment

|

Does Not Meet Expectations

Gateway 1:

Standards and Research-Based Practices

0
19
32
40
18
32-40
Meets Expectations
20-31
Partially Meets Expectations
0-19
Does Not Meet Expectations

Gateway 2:

Implementation, Support Materials & Assessment

0
21
38
44
N/A
38-44
Meets Expectations
22-37
Partially Meets Expectations
0-21
Does Not Meet Expectations

Gateway One

Alignment to Standards and Research-Based Practices for Foundational Skills Instruction

Does Not Meet Expectations

+
-
Gateway One Details

The instructional materials reviewed for Grade 2 do not meet the criteria for alignment to standards and research-based practices for foundational skills instruction. The materials partially meet the criterion for materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonics and for materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words. The materials do not meet the criterion for materials and instruction provide systematic and explicit instruction and practice in fluency by focusing on rate, expression, and accuracy.

Criterion 1f - 1j

Materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonics.
14/20
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 2 partially meet the criterion for materials emphasize explicit, systematic instruction of researched-based and/or evidence-based phonics. The materials meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling and for materials include practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns. The materials partially meet the criteria for materials promote frequent opportunities for students to practice decoding phonetically regular words in a sentence. Materials provide limited practice opportunities for students to build, manipulate, spell, and encode grade-level phonics, including common and newly-taught sound and sound patterns. The materials partially meet the criteria for materials promote application and encoding of phonics in activities and tasks. 

Indicator 1f

Materials emphasize explicit phonics instruction through systematic and repeated modeling.
4/4
+
-
Indicator Rating Details

The Jolly Phonics materials reviewed for Grade 2 meet the criteria for materials emphasize explicit phonics instruction through systematic and repeated modeling.

Materials provide students frequent opportunities to engage in  multi modal activities where they hear, say, write, and read newly taught sounds and spelling patterns. Activities include having students: listen to a story that highlights the new sound, hear words with the new sound, practice writing the new associated grapheme, and then practice reading words with the new grapheme. In addition, the teacher materials provide some explicit and repeated modeling of grade level phonics standards. 

Materials contain explicit instructions for systematic and repeated teacher modeling of all grade-level phonics standards. Examples include, but are not limited to:

  • Students have opportunities to distinguish long and short vowels when reading regularly spelled one-syllable words.
    • Phonics Teacher’s Book, Book 3, page 138, the teacher reminds students about long and short vowel sounds. Students trace inside the outline letters for short vowels and say each sound as they trace. The teacher reminds students that “when two vowels go walking, the first one does the talking.” The teacher provides examples. Students trace inside the outline letters for vowel digraphs, saying the long vowel sounds. Students are taught to try one sound and then the other. Students look at pictures and say the word with long and short vowel sounds, writing the correct word on the line. The teacher writes a list of words on the board and blends them with students.  
  • Students have opportunities to identify spelling-sound correspondences for additional common vowel teams.
    • Phonics Teacher’s Book, Book 3, page 150, the lesson focuses on the alternatives ee, ea, and e_e. After providing students with some reminders about the spelling pattern, the teacher is then instructed to “Read these words with the students.” The students and teacher then go on to read 12 words together, such as speed, sneeze, teacher, and peanut. In this same lesson, the teacher is instructed to “Write the following list of words on the board, and blend them with the students.” 
    • Phonics Teacher’s Book, Book 3, page 154, students learn about the alternatives ie, y, i_e, and igh. In terms of reading, students blend 16 words with the teacher. An additional five words are provided in the further blending practice section and students practice reading six sentences that contain words with the new spelling patterns, such as, “1. The butterfly flutters by my bike.”
  • Students have opportunities to decode regularly spelled two-syllable words with long vowels.
    • Phonics Teacher’s Book, Book 3, page 144, the teacher writes words on the board and blends them with students: gentle, stage, space, price, pancake.  
    • Phonics Teacher’s Book, Book 3, page 150, the teacher writes the following words on the board and blends them with students: seaside, feeling, underneath, sheep, extremely.
  • Students have opportunities to decode words with common prefixes and suffixes.
    • Jolly Grammar 2 Teacher’s Book, page 85, the teacher explains that a prefix is one or more syllables added to the beginning of a word to change its meaning. The teacher writes base words on the board. Students read them and discuss their meanings. The teacher adds the prefix un and dis to the beginning of the base words. Students read prefixes at the top of the page and choose a prefix to complete each sentence.  
    • Jolly Grammar 2 Teacher’s Book, page 95, the teacher reviews prefixes and introduces suffixes using -less as an example. Students think of examples of words with suffixes. Students read words and add the -ing suffix to the words.  
  • Students have opportunities to identify words with inconsistent but common spelling-sound correspondences.
    • Phonics Teacher’s Book, Book 3, page 145, students practice Tricky Words flashcards. The teacher introduces two new tricky words: other and were. Students say and write the words.  
    • Phonics Teacher’s Book, Book 3, page 148, students practice Tricky Words flashcards. The teacher introduces two new tricky words: want and because.  Students say and write the words.  

Lessons provide teachers with systematic and repeated instruction for students to hear, say, encode, and read each newly taught grade-level phonics pattern.  Examples include, but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 136, the teacher is instructed to “Say the word phone and ask the students what sound they can hear at the beginning of this word. They should say a /f/ sound.” The teacher also reads the following /ph/ words from the activity page with students: elephant, dolphin, graphic, microphone, phantom, photograph, alphabet, and telephone
  • Phonics Teacher’s Book, Book 3, page 147, when learning about the alternatives ai, ay, and a_e, the teacher is instructed to read the following words with students: whale, paint, play, snake, train, tray, name, may, cake, tail, snail, and hail.” 
  • Phonics Teacher’s Book, Book 3, page 140, students learn about the alternative soft c sound. The writing activity that corresponds with the lesson involves students writing soft c words under the pictures that match. The words students write include ice-cream, fence, circus tent, circle, cygnets, cycle, pencil, and face
  • Phonics Teacher’s Book, Book 3, page 147, students learn about the alternatives ai, ay, and a_e. The writing practice students have in the lesson is to write 12 different words under the correct heading a_e, ay, or ai. The 12 words include whale, tray, play, snake, train, paint, name, may, cake, tail, snail, and hay.
  • Phonics Teacher’s Book, Book 3, page 150, students learn about the alternatives ee, ea, and e_e. This time, the 12 words include feet, beak, theme, sleep, these, athlete, eve, teeth, read, seal, bee, and tea.

Indicator 1g

Materials include daily practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.
4/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 meet the criteria for materials include practice opportunities for students to decode words that consist of common and newly-taught sound and spelling patterns and provide opportunities for students to review previously taught phonics skills.

Materials provide students with  opportunities to review previously taught grade-level phonics skills by orally calling out sounds for letter patterns on flash cards, decoding words with previously taught alternative spelling patterns, and writing previously taught graphemes. In addition, review activities are listed consistently throughout the document and across categories, including Letter Recognition, Letter Formation, Blending, Identifying Sounds in Words, and Tricky Words.

Lessons provide students with daily opportunities to decode (phonemes, onset and rime, and/or syllables) phonetically spelled words. Examples include, but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 136, students learn about the alternative ph. Students blend the following words: elephant, dolphin, graphic, microphone, phantom, photograph, alphabet, and telephone
  • Phonics Teacher’s Book, Book 3, page 140, students learn about the soft c sound. Students blend the following words: concern, nice, celery, excite, and centipede
  • Phonics Teacher’s Book, Book 3, page 144, students learn about the soft g sound. Students blend the following words: gentle, stage, space, price, and pancake
  • Phonics Teacher’s Book, Book 3, page 150, students learn about the alternatives ee, ea, and e_e. Students blend the following words: seaside, feeling, underneath, sheep, and extremely.

Lessons provide students with daily opportunities to read complete words by saying the entire word as a unit using newly taught phonics skills. Examples include, but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 136, the teacher directions read, “The students look at the blending words on the page. Read the words with the students.” Under Further Blending Practice, the teacher instructions state, “Write the following list of words on the board and blend them with the students.” 
  • Phonics Teacher’s Book, Book 3, page 154, under Further Blending Practice, the teacher directions note, “Write the following list of words on the board and blend them with the students.” 

Materials contain frequent opportunities for students to review previously learned grade level phonics. Examples include, but are not limited to:

  • Phonics Teacher’s Book, Book 3, the Reading and Writing pages, page 35, the teacher instructions state, “The reading activities on these pages help students to consolidate their letter-sound and tricky word knowledge and provide them with the opportunity to practice their blending skills.”
  • Phonics Teacher’s Book, Book 3, page 143, the teacher instructions read, “Practice some of the alternative letter-sound spellings taught so far, including ph and soft c.” 
  • Phonics Teacher’s Book, Book 3, page 162, the teacher instructions note, “Use the flashcards, or Tricky Word Wall Flowers, to practice some of the tricky words taught so far, including put, saw, could, should, would, right, two, four, and goes.” 
  • Jolly Grammar 2 Teacher’s Book, page 68, the teacher instructions read, “Review some of the spelling patterns and tricky words covered so far this year. Activity Page: Review ‘tricky’ past tenses.”

Materials contain a variety of methods to promote students’ practice of previously taught grade level phonics. Examples include, but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 161, the teacher instructions state, “Practice some of the alternative letter-sound spellings taught so far, including ph, soft c, soft g, and igh.” 
  • Jolly Grammar 2 Teacher’s Book, page 90, Spelling, the teacher instructions read, “Review some of the spelling patterns and tricky words covered so far this year. Activity Page: Review contractions.”

Indicator 1h

Materials provide frequent opportunities for students to practice decoding phonetically regular words in a sentence.
2/4
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-
Indicator Rating Details

The Jolly Phonics materials reviewed for Grade 2 partially meet the criteria for materials promote frequent opportunities for students to practice decoding phonetically regular words in a sentence.

There are lessons that include an activity called Reading Sentences. In this activity, teachers are directed to point out tricky words and blend unknown words with the students.  Jolly Phonics Readers Green Level are identified as reading books that students who are able to decode regular words independently can move on to when they have completed Phonics Student Book 2. However, during the core program lessons, there is no explicit directive to teachers for when or how to use them with students. 

Materials provide limited explicit, systematic practice for decoding phonetically regular words in a sentence.  Examples include, but are not limited to:

  • Phonics Teacher’s Book, Book 3 page 136, students read sentences that contain phonetically regular words. The teacher writes sentences on the board, “pointing out the tricky words, and blending any unknown words with the students.” Example sentences include: The elephants at the zoo had long trunks. Dolphins live in the sea. 
  • Phonics Teacher’s Book, Book 3, page 182, students read sentences that contain phonetically regular words. The teacher writes sentences on the board, “pointing out the tricky words, and blending any unknown words with the students.” Example sentences include: "We all lit lanterns at midnight. There was drumming and singing at the carnival."
  • Phonics Student Book 3, page 43, students read each sentence and complete the picture so that it matches the sentence.

Lessons provide students with limited opportunities to decode words in a sentence.

  • Phonics Teacher’s Book, Book 3, page 160, the teacher writes sentences on the board, pointing out tricky words and blending any unknown words with the students.  
  • Phonics Teacher’s Book, Book 3, page 171, the teacher writes sentences on the board, pointing out tricky words and blending any unknown words with the students.  
  • Phonics Teacher’s Book, Book 3, page 177, the teacher writes sentences on the board, pointing out tricky words and blending any unknown words with the students. 

Indicator 1i

Materials include daily practice opportunities for students to build/manipulate/spell and encode grade-level phonics, including common and newly-taught sound and sound patterns.
2/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials include frequent practice opportunities for students to build, manipulate, spell, and encode grade-level phonics, including common and newly-taught sound and sound patterns.

The principle method of instruction includes having students engage in lessons where they encode phonetically regular and irregular words by filling in the blanks or missing graphemes and through dictation activities. The primary instruction and student practice comes from the Grammar 2 book.

The materials contain limited teacher-level instruction and modeling for building, manipulating, spelling, and encoding words using common and newly-taught sound and spelling patterns of phonics.

  • Phonics Teacher’s Book, Book 3, page 147,  the teacher is directed to teach the students that there are, “three main ways to write the /ai/ sound: ai, ay, and a_e”.  Students are also taught that the ay spelling often occurs at the end of words.
  • Jolly Grammar 2 Teacher’s Book, page 34, the teacher is directed to remind students that sometimes words have silent letters. The teacher reminds students about words with a silent b. The teacher introduces silent w by writing wreck on the board. With students, the teacher makes a list of words with silent w on the board.
  • Jolly Grammar 2 Teacher’s Book, page 42, the teacher is directed to make a list of words that use the ea spelling of the /e/ sound with students.
  • Jolly Grammar 2 Teacher’s Book, page 68, the teacher is given guidance on how to explain the spelling of the /er/ sound, including the following prompts to say: “The er spelling often comes at the end of words….” “The ir spelling is often found in number words….” “The ur spelling is found in two days of the week...”.

Lessons provide students with limited daily opportunities to build, manipulate, spell, and encode words in isolation based in common and newly taught phonics patterns.

  • Phonics Teacher’s Book, Book 3, page 169,  students write and spell phonetically regular words with the targeted graphemes inside large letters in the Phonics Student Book 3. Words include point, coin, oil, toy, enjoy, and joy.
  • Jolly Grammar 2 Teacher’s Book, page 34, the teacher reads six words with the silent w one at a time. Students listen for the sounds in each word and write the words on the lines.
  • Jolly Grammar 2 Teacher’s Book, page 42, the teacher reads six words with the ea spelling of the /e/ sound one at a time. Students listen for the sounds in each word and write the words on the lines.

Indicator 1j

Materials provide application and encoding of phonics in activities and tasks. (mid K-Grade 2)
2/4
+
-
Indicator Rating Details

The Jolly Phonics materials reviewed for Grade 2 partially meet the criteria for materials promote application and encoding of phonics in activities and tasks.

Students do not use manipulatives or other tools to encode decodable words in sentences or tasks. Students have opportunities to trace dotted irregular words, while other opportunities involve students copying a sentence from the board that contains phonetically regular words. Students also have opportunities to complete sentences by writing in missing words, as well as encode words in sentences through dictation activities.

Materials include limited explicit, systematic teacher-level instruction of teacher modeling that demonstrates the use of phonics to encode sounds to letters and words in writing tasks.  Examples include, but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 155, the teacher talks about how the words could, should and would share the same orthographic pattern of ould. The students then trace over words containing this orthographic pattern in their Phonics Student Book 3.

Lessons provide students with limited opportunities to encode words in sentences or in phrases based on common and newly taught grade level phonics pattern. Examples include, but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 141, students encode words in teacher-dictated sentences that contain the targeted phonetically irregular words more and before. The sentences include:" I had some more crisps. We ran before the picnic."
  • Phonics Teacher’s Book, Book 3, page 148, the teacher dictates two sentences. The students write these sentences on the lines in their Phonics Student Books. 
  • Phonics Teacher’s Book, Book 3, page 152, students copy the title, My Best Dinner. Students are directed to write as much as they can about their favorite meal on the remaining lines.
  • Phonics Teacher’s Book, Book 3, page 170, the teacher dictates two sentences. The students write these sentences on the lines in their Phonics Student Books.
  • Phonics Teacher’s Book, Book 3, page 171, students write the title of their favorite story on the top line. Students are directed to write as much as they can about their favorite stories on the remaining lines.

Criterion 1k - 1m

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
4/8
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-
Criterion Rating Details

The instructional materials reviewed for Grade 2 partially meet the criterion for materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words. The materials partially meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity. Materials provide limited practice opportunities to read and write high-frequency words in tasks. The materials partially meet the criteria for materials explicitly teach word analysis strategies based on the requirements of the standards and provide limited practice opportunities for students to apply word analysis strategies.

Indicator 1k

Materials include systematic instruction of high-frequency words and opportunities to practice reading of high-frequency words to develop automaticity.
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials include systematic instruction of high-frequency words and practice opportunities of high-frequency words to develop automaticity.

The method for teaching the spelling of Tricky Words is focused on the students identifying the word and identifying each word’s tricky aspects. Students use look, copy, cover, write, and check to learn Tricky Words. Look, copy, cover, write, and check is described for the teacher in the Tricky Words overview in the Phonics Teacher’s Book. The program provides instruction on 32 irregularly spelled words throughout the year. 

Materials do not include systematic and explicit instruction of irregularly spelled words.

Students have opportunities to recognize and read grade-appropriate irregularly spelled words.

  • Phonics Teacher’s Book, Book 3, page 137, the teacher uses the filling in the gaps method to have students trace inside the outline letters in the word any, saying the letter names as they do so, in Phonics Student Book 3, Page 3. Students cover up all instances of the word any on their page, and try to complete a line of this word, by tracing over the dotted letters and filling in the missing letters. The students repeat these steps for the word many.
  • Phonics Teacher’s Book, Book 3, page 148, the teacher introduces the two new Tricky Words want and because. The students look at the words in green flowers at the top of the page. “Teach the students to use the ‘say it as it sounds’ technique, when spelling the word want.”
  • Phonics Teacher’s Book, Book 3, page 158, the teacher dictates four sentences that each include a Tricky Word from the lesson (right, two, four, goes). Students write these sentences on the lines in their Phonics Student Books.
  • Phonics Teacher’s Book, Book 3, page 170, the teacher uses the flashcards, or Tricky Word Wall Flowers, to practice some of the Tricky Words taught so far, including once, upon, and always.”


Materials include limited opportunities for the teacher to model the spelling and reading of irregularly spelled words in isolation.  Examples include but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 141, the teacher is directed to read the words (which, why, where, who, any many) with students in the Tricky Word flowers in Phonics Student Book 3, page 7. 
  • Phonics Teacher’s Book, Book 3, page 148, the teacher dictates sentences that include Tricky Words.
  •  Phonics Teacher’s Book, Book 3, page 155, the teacher is directed to “introduce the three new Tricky Words: could, should and would…. Explain that in each of these words the /ould/ makes an /oo-d/ sound with the little /oo/”.
  • Jolly Grammar 2 Teacher’s Book, page 46,  the teacher is directed to “Read the spelling words with the students…. For the month April, the students could use the 'say it as it sounds' method, pronouncing the first syllable to rhyme with tap.”
  • Jolly Grammar 2 Teacher’s Book, page 90, teachers are directed to “Read the spelling words with the students…. Point out that the /shun/ sound at the end of fraction is spelled /tion/”.


Students practice identifying and reading irregularly spelled words in isolation.  Examples include but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 151, students use flashcards, or Tricky Word Wall Flowers, to practice some of the Tricky Words taught so far, including any, many, more, before, other, were, want, and because.
  • Phonics Student Book 3, page 32, students trace inside the outline letters in the word once, saying the letter names as they do so. Then the students cover up all instances of the word once on their page, and try to complete a column of this word, by tracing over the dotted letters, and filling in the missing letters.”


Materials do not include a sufficient quantity of new  grade-appropriate irregularly spelled words for students to make reading progress. Examples include but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 134, 32 Tricky Words are introduced in Student Book 3: any, many, more, before, other, were, because, want, saw, put, could, should, would, right, two, four, goes, does, made, their, once, upon, always, also, of, eight, love, cover, after, every, mother, father.

Indicator 1l

Materials provide frequent practice opportunities to read and write high-frequency words in context (sentences).
1/2
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials provide frequent practice opportunities to read and write high-frequency words in tasks (sentences).

Students have the opportunity to write sentences with high-frequency words in Grammar 2 Student Book; however, while students do have the opportunity to write sentences containing high-frequency words, lessons often do not specifically target the high-frequency words as part of the lessons.

Lessons provide students with some opportunities to read grade level irregularly spelled words in a sentence. Examples include, but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 142, the teacher is directed to write four sentences on the board, point out the Tricky Words, and blend any unknown words with the students. Sentences include:
    • Dad said that there are no more grapes.
    • The farmer raced to rescue his sheep.
    • May we have some more rice?
    • You must clean your face before you go to bed.
  • Phonics Teacher’s Book, Book 3, page 156, the teacher is directed to write four sentences on the board, point out the Tricky Words, and blend any unknown words with the students. Sentences include:
    • We would like to ride our bikes outside.
    • He should do his chores.
    • Could you teach me how to make tea?
    • They should get away from the angry bees.

Lessons provide students with some opportunities to write grade level irregularly spelled words in tasks (such as sentences) in order to promote automaticity in writing grade level irregularly spelled words.Examples include, but are not limited to:

  • Phonics Student Book 3, page 141, the teacher dictates two sentences to students (I had some more crisps. We ran before the picnic.). Students write these sentences on the lines in their Phonics Student Books.
  • Jolly Grammar 2 Teacher’s Book, page 64, the teacher dictates the following sentence for students to write. The sentence includes the word April, which is one of the Tricky Words: 
    • The foal is due to be born in April.
  • Jolly Grammar 2 Teacher’s Book, page 82, students complete the sentences by choosing one of the words from the spelling list to fit each gap, and practice spelling gram and kilogram.”

Materials provide repeated, explicit instruction in how to use student friendly reference materials and resources as well as instruction in reading irregularly spelled words (e.g., word cards, word lists, word ladders, student dictionaries).  Examples include, but are not limited to:

  • Jolly Grammar 2 Teacher’s Book, page 16, states: “The students are taught to use a dictionary to find out the meanings of words.”  In addition, the text states: “The Grammar 2 Student Book also introduces  thesaurus.”
  • Jolly Grammar 2 Teacher’s Book, page 93, students are reminded that a dictionary can be used to show what a word means and how it is spelled. The teacher calls out an unusual word and students look the word up.

Indicator 1m

Materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide students with frequent practice opportunities to apply word analysis strategies.
2/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 partially meet the criteria for materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide frequent practice opportunities for students to apply word analysis strategies.

Jolly Phonics Grade 2 materials provide instruction on word analysis strategies, including ph makes the /f/ sound, the C-Rule, the G-Rule, and several vowel digraphs. Instruction on morpheme analysis includes lessons on irregular verbs; however, instruction in multi-syllable words is not taught in the Jolly Phonics program. 

Materials contain some limited explicit instruction of word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis). Examples include, but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 136, the teacher is directed to say the word phone and asks the students what sound they can hear at the beginning of this word. Students should say a /f/ sound. The teacher explains that in some words, the /f/ sound is written ph. This is because these words originally came from the Greek language.
  • Phonics Teacher’s Book, Book 3, page 138, the teacher reminds the students that the ue digraph sometimes makes a long /oo/ sound. The teacher is directed to encourage them to say, “If /u/ doesn’t work, try /ue/ or /oo/.”
  • Phonics Teacher’s Book, Book 3, page 140,  the teacher “explains if the letter /c/ is followed by /e/, /i/, or /y/, it tends to make a /s/ sound. This is called the soft /c/ sound. Read the words with the students. The words are excellent, ice, fence, face, circle, pencil, circus, cylinder, cycle, cygnet.”
  • Phonics Teacher’s Book, Book 3, page 144, the teacher “explains if the letter /g/ is followed by /e/, /i/, or /y/, it tends to make a /j/ sound. This is called the soft /g/ sound.  Read the words with the students. The words are oranges, large, vegetables, germ giraffe, giant, ginger, magic, gypsy, gym, gymnast, dingy.” 

Materials contain limited explicit instruction of word solving strategies to decode unfamiliar words. Examples include, but are not limited to:

  • Phonics Teacher’s Book, Book 3, page 141, students and teachers work together to complete sentences. The teacher reads the first sentence, pausing at the gap: I went swimming ___ lunch. The teacher asks the students whether they think they should write more or before in this gap. The teacher reads the sentence back to the students, including their chosen word, and asks students if they think the sentence makes sense with this word.
  • Jolly Grammar 2 Teacher’s Book, page 79, the teacher explains that some words are made plural in a different way. The teacher informs students to be careful when making the plural of a noun that ends with the letter /y/. If the letter before the y is a vowel, then the plural is made by adding -s. The teacher shows boy becomes boys. The teacher explains if the letter before the y is a consonant, then the plural is made by first replacing the y with i, and then add -es. The teacher shows daisy becomes daisies.
  • Jolly Grammar 2 Teacher’s Book, page 95, the teacher explains that a suffix is similar to a prefix. A suffix is one or more syllables added at the end of a word to change its meaning. The teacher uses -less in hopeless, fearless, and harmless, as examples. The teacher also explains the -ing suffix that is added to verbs. The teacher explains the -ing suffix is like -ed. The -ing suffix may be added in one of three different ways, which depends on how the verb root is spelled.

Limited opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. Examples include, but are not limited to:

  • Jolly Grammar 2 Student Book, pages 21, 49, and 65, students engage in limited opportunities across time to learn, practice, and apply word analysis strategies.  For example, students orally generate examples of nouns that end with -s and -es (Page 21), read nouns and pluralize them (Page 49), and participate in a group activity adding -ing to words provided by the teacher (Page 65).
  • Phonics Student Book 3, page 13, students read the words that contain the three main ways to spell the /ai/ sound and then write the words in the correct /ai/ spelling category.
  • Phonics Student Book 3, page 44, students look at the pictures of bears and salmon on their page. The salmon contain words with the /air/ sound and the bears contain matching pictures. The students read each word in the salmon and circle the letters making the /air/ sound. The students look at the bears with a picture and join the word from the salmon to its correct bear.

Criterion 1o - 1q

Materials and instruction support students in learning and practicing regularly and irregularly spelled high-frequency words.
0/12
+
-
Criterion Rating Details

The instructional materials reviewed for Grade 2 do not meet the criterion for materials and instruction provide systematic and explicit instruction and practice in fluency by focusing on rate, expression, and accuracy. The materials do not meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency nor do they meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency. The materials also do not meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors.

Indicator 1o

Instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency. (Grades 1-2)
0/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 do not meet the criteria for instructional opportunities are built into the materials for systematic, evidence-based, explicit instruction in fluency (Grades 1-2). 
The instructional materials lack opportunities to provide support for evidence-based or systematic fluency instruction with grade level text. Opportunities are missed for students to hear modeled phrasing, expression, intonation, rate, and accuracy for the purpose of fluency instruction. In addition, the lessons do not include modeled repeated reading of the same passage. There are no lessons using decodable and grade-level texts of a variety of genres for students to practice fluency elements, including rate, expression, and accuracy.
Materials include frequent opportunities for explicit, systematic instruction in fluency elements using grade-level text. Examples include, but are not limited to: 

  • Students have opportunities to read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
    • No evidence found


Materials provide opportunities for students to hear fluent reading of grade-level text by a model reader.  Examples include, but are not limited to: 

  • No evidence found


Materials include a variety of resources for explicit instruction in fluency. Examples include, but are not limited to: 

  • No evidence found

Indicator 1p

Varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure). (not scored for K and early Grade 1)
0/4
+
-
Indicator Rating Details

The materials reviewed for Grade 2 do not meet the criteria for varied and frequent opportunities are built into the materials for students to engage in supported practice to gain oral reading fluency beginning in mid-Grade 1 and through Grade 2 (once accuracy is secure).


The Jolly Phonics Grade 2 materials do not provide students with texts to read that focus on rate, accuracy, or expression. Instructional materials do not adequately support the development of fluency. There are no lessons that utilize decodable and/or grade-level reading passages that focus on fluency and repeated reading to practice oral reading fluency for students. In addition, the materials do not include a variety of fluency opportunities. The lessons do not include student practice opportunities for whisper reading, repeated readings, choral reading, oral recitation, or echo reading.


Varied, frequent opportunities are provided over the course of the year in core materials for students to gain oral reading fluency. Examples include, but are not limited to: 

  • No evidence found


Materials contain opportunities for students to participate in repeated readings of a grade-level text to practice oral reading fluency. Examples include, but are not limited to: 

  • No evidence found


Materials include guidance and feedback suggestions to the teacher for supporting students’ gains in oral reading fluency. Examples include, but are not limited to: 

  • No evidence found

Indicator 1q

Materials provide teacher guidance to support students as they confirm or self-correct errors (Grades 1-2) and emphasize reading for purpose and understanding.
0/4
+
-
Indicator Rating Details

The instructional materials reviewed for Grade 2 do not meet the criteria for materials provide teacher guidance to support students as they confirm or self-correct errors.


The Jolly Phonics Grade 2 materials do not provide guidance to the teacher on how to provide systematic, explicit instruction in reading fluency, including teacher modeling of self-correction, confirmation of errors while reading, or providing students techniques for self-correcting.


Materials provide explicit lessons for the teacher in confirming and self-correcting errors in fluency.  Examples include, but are not limited to: 

  • Students have opportunities to use context to confirm or self-correct word recognition and understanding, rereading as necessary.
    • No evidence found


Materials provide opportunities for students to practice using confirmation or self-correction of errors.  Examples include, but are not limited to: 

  • No evidence found


Multiple opportunities are provided over the course of the year for students to read on-level texts (Grades 1-2) for purpose and understanding.  Examples include, but are not limited to: 

  • Students have opportunities to read grade-level text with purpose and understanding.
    • No evidence found


Materials contain explicit directions and/or think-alouds for the teacher to model how to engage with a text to emphasize reading for purpose and understanding.

  • No evidence found

Gateway Two

Implementation, Support Materials & Assessment

Not Rated

+
-
Gateway Two Details
Materials were not reviewed for Gateway Two because materials did not meet or partially meet expectations for Gateway One

Criterion 2a - 2e

Materials are accompanied by a systematic, explicit, and research-based scope and sequence outlining the essential knowledge and skills that are taught in the program and the order in which they are presented. Scope and sequence should include phonological awareness, phonics and word recognition, fluency, and print concepts.

Indicator 2a

Materials contain a teacher edition with ample and useful annotations and suggestions on how to present the content in the student materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A

Indicator 2b

Materials contain full, adult-level explanations and examples of the foundational skills concepts included in the program so teachers can improve their own knowledge of the subject, as necessary.
N/A

Indicator 2c

Foundational skills lessons are well-designed and take into account effective lesson structure and pacing. Content can reasonably be completed within a regular school year, and the pacing allows for maximum student understanding.
N/A

Indicator 2d

Order of Skills
N/A

Indicator 2d.ii

Scope and sequence clearly delineate an intentional sequence in which phonics skills are to be taught, with a clear explanation for the order of the sequence.
N/A

Indicator 2e

Materials contain strategies for informing all stakeholders, including students, parents, or caregivers about the Foundational Skills program and suggestions for how they can help support student progress and achievement.
N/A

Criterion 2f - 2f.ii

Program includes work with decodables in K and Grade 1, and as needed in Grade 2, following the grade-level scope and sequence to address both securing phonics.

Indicator 2f

Aligned Decodable Texts
N/A

Indicator 2f.i

Materials include decodable texts with phonics aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
N/A

Indicator 2f.ii

Materials include decodable texts with high-frequency words aligned to the program’s scope and sequence and opportunities for students to use decodables for multiple readings.
N/A

Criterion 2g - 2i.iii

Materials provide teachers resources and tools to collect ongoing data about student progress on the Standards. Materials also provide teachers with strategies for meeting the needs of a range of learners so that students demonstrate independence with grade-level standards.

Indicator 2g

Regular and Systematic Opportunities for Assessment
N/A

Indicator 2g.iii

Materials regularly and systematically offer assessment opportunities that measure student progress of phonics in- and out-of-context (as indicated by the program scope and sequence). (K-2)
N/A

Indicator 2g.iv

Materials regularly and systematically offer assessment opportunities that measure student progress of word recognition and analysis (as indicated by the program scope and sequence). (K-2)
N/A

Indicator 2g.v

Materials regularly and systematically offer assessment opportunities that measure student progress in fluency (as indicated by the program scope and sequence). (1-2)
N/A

Indicator 2h

Materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment and assessment materials clearly denote which standards are being emphasized.
N/A

Indicator 2i

Differentiation for Instruction: Materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding grade-level standards.
N/A

Indicator 2i.i

Materials regularly provide all students, including those who read, write, speak, or listen in a language other than English with extensive opportunities for reteaching to meet or exceed grade-level standards.
N/A

Indicator 2i.ii

Materials regularly provide all students, including those who read, write, speak, or listen below grade-level with extensive opportunities for reteaching to meet or exceed grade-level standards.
N/A

Indicator 2i.iii

Materials regularly provide extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade-level.
N/A

Criterion 2j - 2n

Materials support effective use of technology and visual design to enhance student learning. Digital materials are accessible and available in multiple platforms.

Indicator 2j

Digital materials (either included as a supplement to a textbook or as part of a digital curriculum) are web-based, compatible with multiple Internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.), “platform neutral” (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform), follow universal programming style, and allow the use of tablets and mobile devices.
N/A

Indicator 2k

Materials support effective use of technology to enhance student learning.
N/A

Indicator 2l

Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations.
N/A

Indicator 2m

Materials can be easily customized for local use.
N/A

Indicator 2n

The visual design (whether in print or digital) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
N/A
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Additional Publication Details

Report Published Date: 11/13/2019

Report Edition: 2014

Title ISBN Edition Publisher Year
Jolly Phonics for the Whiteboard (Print) (currently available as a site-license installation DVD.) 978-1-844140-87-9 2014
Jolly Phonics Teacher Book 978-1-844141-80-7 2010
Jolly Phonics Student Book 3 978-1-844141-83-8 2010
Basic Jolly Phonics Kit Extended 978-1-844142-81-1 2013
Jolly Phonics Reading Assessment 978-1-844142-85-9 2012
Jolly Grammar 2 Student Books 978-1-844143-99-3 2014
Jolly Grammar 2 Teacher Books 978-1-844144-00-6 2013

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
  • Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

ELA Foundational Skills Rubric and Evidence Guides

The ELA foundational skills review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

The ELA foundational skills rubric evaluates materials based on:

  • Alignment to Standards and Research-Based Practices for Foundational Skills Instruction
  • Implementation, Support Materials & Assessment

The ELA Evidence Guides complement the rubrics by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

NOTE: The ELA foundational skills rubric contains only two gateways. The structural pieces that we normally review as a part of Gateway 3 (e.g. differentiation) in our comprehensive reviews are critical to the success of a program, and are, therefore, interspersed and combined with other indicators in Gateway 2.

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