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

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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. 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.

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.

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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. 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. 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.

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). 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. 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. A library book. Children choose any book from our library. This book is usually above their reading level so is a book to share together with you reading to your child. Library books are changed regularly, subject to the library being accessible.

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.

As of 10th July 2021 Little Wandle Letters and Sounds Revised is a phonics programme validated by the Department for Education. 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.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: 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: 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. 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.