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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 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.

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. 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: 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.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. As the children revisit the phase 3 graphemes they will learn a catchphrase to match the sounds. These become even more important when we start learning alternative spellings for the same grapheme.

Phase 1 of Letters and Sounds usually begins at Nursery and Preschool age. Children are introduced to the skills they will need to then begin recognising and identifying their letters and corresponding sounds. Children begin to learn the phonemes and corresponding graphemes from Phase 2 of the Letters and Sounds scheme during Reception. They will then progress through the phases usually within Key Stage 1 of Primary School. Each phase is made up of sets of phonemes so children are introduced to a few sounds at a time, progressively getting more complex as they build their knowledge and skills.

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. 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. 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 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 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.

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. As of 10th July 2021 Little Wandle Letters and Sounds Revised is a phonics programme validated by the Department for Education. 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. The teaching of Phonics involves introducing the children to the correct terminology to help build their skills and work more independently with their reading. 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.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.

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