Grapheme Chart for Year 1: Phases 2, 3 and 5 (Big Cat Phonics for Little Wandle Letters and Sounds Revised)

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Reading practise is an integral part of the ‘Little Wandle Letters and Sounds Revised’ scheme. Each week the children will have further opportunities, as part of the ‘Practise and apply’ section of their phonics lesson, to embed their learning of new sounds and to practise the decoding skills they have learnt. Each week your child will have access to two types of reading material:

We will no longer to individual reading in class. The children will have 3 reading sessions a week with a teacher or TA. Each reading session will focus on different things. Match the picture. Select pictures from magazine or online and practise oral blending i.e. a picture of a beach, the child will need to orally sound out ‘ b-ea-ch’. You can also show some pictures and then cards showing words to match the picture and the child has to match the word with the correct picture once they have sounded it out and blended. Practise– using the sound in words – Spotting the new phoneme in words, modelling blending and then allowing the children to read words with the new sound from flashcards?Our combined phonics and reading programmes follow guidance set out in the government’s new Reading Framework which outlines the huge importance of building children’s fluency in reading, expanding language and creating a love of reading. Research shows that creating able readers really is the key to allowing children to succeed in all areas of their learning. A colour book-banded reading book which is fully decodable. Children should be able to sound out any words that they are unsure of, enabling them to build further confidence when reading. This continues our practice of children taking home a physical book, matched to their reading level.

We want children to become lifelong readers, therefore it is essential that they are encouraged to read for pleasure. The desire of wanting to read will help with the skill of reading. To help foster a love of reading, children should take a book home that they can share and enjoy with their parent/carer. Involving the children in the choice of this book is important. These books offer a wealth of opportunities for talking about the pictures and enjoying the story. We want to offer a variety of books, including non-fiction, so they can enjoy a range of writing. Parents/carers need to understand that they should not expect their child to read this book independently and certainly should not try to get their child to do so. The book is for the parent/carer to read to or with the child. Again, it is good to talk about the book with the child, but important not to turn the discussion into a test. The goal is enjoyment. For more information about Little Wandle Letters and Sounds Revised, book your free spot for their first briefing of the new school year on 2nd September 2021 at 3.45pm.A booklet titled ' St Francis Church of England Primary School - EYFS.KS1 Reading Procedures LW.LS' is another useful document that will highlight how our phonics and early reading teaching weaves together. This is the focus on children applying their phonics knowledge into reading books.

We would encourage you to support your child’s reading journey by listening to them read at home as often as possible. We support this further from year 2 and in Key Stage 2 with our spellings programme and weekly SPAG lessons in Year 3 upwards. We continue to support children with ‘Little Wandle Letters and Sounds Revised’ through Key Stage 2 where needed. I know this is a lot of information so if you have any questions then please ask. We offered a google meeting to share this information and to answer any questions.

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Childrencould cut out any graphemes they find in magazines or newspapers and use them to spell words. Play splat. Choose graphemes/words (about 5 or 6) to write on a piece of paper and then call out one of the words. The first one to 'splat' the correct word or grapheme wins a point. Change words/graphemes after a certain time. To start, children are immersed in activities which promote listening to environmental and instrumental sounds, body percussion, rhythm and rhyme, alliteration and voice sounds. They then begin oral segmenting and blending of familiar words, embedding their learning within language-rich provision and activities. Children will often be secure with this stage when they leave pre-school. Children then begin to distinguish between speech sounds and blend and segment words orally. They will learn the letter names (grapheme) and sound (phoneme) of each letter of the alphabet, then begin to represent each of 44 phonemes by a grapheme blending to read. Children then broaden their knowledge of graphemes and phonemes, learning alternative pronunciations. Children progress to read longer and less familiar texts independently and with increasing fluency.