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

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Write down some words get children to read and then cut up words into graphemes or use the flashcards (e.g. snail would be cut up into 's-n-ai-l' to include digraph. Then get children to reassemble word correctly. They may then like to think of rhyming words and have a go at spelling these. This could lead to a discussion about how different graphemes can represent the same sound (e.g. a_e in whale). Collins Big Cat Phonics - Little Wandle Letters and Sounds Revised | Big Cat for Little Wandle Fluency Sets We know early reading experiences matter; how we teach reading and how we model the pleasure of being able to read affects how young children perceive themselves as readers. This is why we have added reading with decodable books into the core part of how we teach reading. The application of phonics in fully decodable reading books is they key that turns a young reader into a reader for life. We teach reading to children in small groups with books matched to the children’s secure phonic knowledge in reading words. This means that children are able to concentrate in gaining fluency.

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. The teaching of Phonics involves introducing the children to the correct terminology to help build their skills and work more independently with their reading. At Hampton Hargate Primary, children begin to read in Reception using Phonics. We use the DfE approved systematic synthetic Phonics (SSP) scheme, ‘Little Wandle Letters and Sounds Revised’ , where children concentrate on speaking and listening skills, preparing them for learning to read by developing their phonic knowledge and skills. 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 teach with each book three times and through this repeated reading children are taught to read with expression and understanding. This means that the books we use need to be of the best quality. They need to be fully decodable and matched to our progression, but they need to connect with our children too. If we want our children to see reading as something that is worth putting all that hard work into, then we need to make learning to read worth it. Books should be mirrors of our lives and doors that open into the world, even the very first books we teach children to read with. If we make learning to read a pleasure and children feel that reading has purpose then we are fostering readers for life. At Hampton Hargate Primary School, we follow the 'Little Wandle Letters and Sounds Revised’ Department for Education validated SSP scheme. From Reception, children will take part in daily 20-minute Phonics lessons,. The lessons take the format of: Many of us know and love Letters and Sounds and have worked hard to make it successful in our settings. We have gathered materials and created resources to teach it as well as we can. When Letters and Sounds was created in 2007, it gave us all the structure and training to teach children to read using Systematic Synthetic Phonics. Its structure and planning gave us an overarching progression and pedagogy, which many schools have used and leaned on ever since. From November 2021, we are introducing a new phonics scheme called Little Wandle Letters & Sounds Revised 2021. It follows the same progression of sounds as our existing scheme but this includes fully decodable books.

A lot of things will remain the same. The children are already having daily phonics sessions. Reception will continue with this session but Year 1 will now have 2 sessions per day. Lots of opportunities should be provided for children to engage with books that fire their imagination and interest. Enjoying and sharing books leads to children seeing them as a source of pleasure and interest and motivates them to value reading. We hope that your child will be familiar with the following words and it may be useful to discuss them at home when you are helping them with their reading. 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.As of 10th July 2021 Little Wandle Letters and Sounds Revised is a phonics programme validated by the Department for Education. Children in year 2 and beyond also take part in similar reading practise or guided reading sessions every week to develop their reading skills once they are secure with phonics. Bingo. Children should divide paper into 6 sections and write a grapheme in each. You may then choose flashcards (either home-made or printed) for the children to cross off their board. Give bonus point if they can say the sound before you do. The same game can be adapted to play with real or nonsense words. 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: As they learn different spellings they ‘grow the code’ and learn to use grapheme charts to help them choose the right spelling. These will be used later in the year.

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. Segmenting –identifying the individual sounds in a spoken word and being able to write down the letters for each sound i.e. him h-i-m.It is really important that the sounds are said clearly and without any other sound attached. When sounds are not said correctly, it can confuse children and they can sometimes struggle to put the sounds together to make the word. 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. 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. 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. We would encourage you to support your child’s reading journey by listening to them read at home as often as possible.