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. 
  

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.

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.

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.

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.
  

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.