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

Product Information

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. 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.

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.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.

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. 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. The teaching of Phonics involves introducing the children to the correct terminology to help build their skills and work more independently with their reading. 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. 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.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. 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). 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 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.

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: 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.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. 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. 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? During all lessons, children are encouraged to use the Grapheme Mats (Grow the Code)’’in the classroom to help them to make phonetically plausible decisions with their independent writing. 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.