
AIM:Phonics
Phonics is a method of teaching children to read by helping them understand the relationship between letters and the sounds they make. For example, the letter “s” makes a “sss” sound, and the letter “m” makes a “mmm” sound. By learning these sounds, children can begin to blend them together to form words. This is one of the first and most important steps in learning to read. Phonics is like a key that unlocks the door to reading. It gives children the tools they need to work out new words on their own, boosting their confidence and making reading more enjoyable. With strong phonics skills, your child can become a more fluent reader, which will help them in all areas of learning. At school, we use the Little Wandle Phonics scheme.
What is phonics and why it is important?
YOUR CHILD'S READING JOURNEY
Phonics is the method of teaching children to read by linking letters (graphemes) to the sounds (phonemes) they make. This is a crucial step in helping children decode words, blend sounds together, and eventually become fluent readers. At our school, we follow the Little Wandle Letters and Sounds Revised programme, which is a systematic approach to teaching phonics. The Little Wandle Letters and Sounds Revised programme provides a clear, structured progression for teaching phonics, moving from simpler concepts in the early years to more complex knowledge in Year 1. Here’s an outline of what each phase entails:
FOUNDATION STAGE
The Foundations for Phonics is a preparatory stage designed for Nursery-aged children before they move on to Phase 2 in Reception. This stage focuses on developing phonological awareness and phonemic awareness through engaging activities. It sets the foundation for effective phonics learning in later phases.
PHASE 2
(Autumn Term: Reception)
Children are introduced to individual letter sounds (graphemes) such as s, a, t, p and taught to link these to their sounds (phonemes). They begin blending sounds to form simple words (e.g., sat, pin). Children also encounter their first tricky words, such as I, the, which do not follow typical phonetic patterns .
PHASE 3
(Spring Term: Reception)
The focus shifts to more complex graphemes, including vowel digraphs (ai, ee, oa) and trigraphs (igh, ear, air). Children continue blending sounds into longer words and learn additional tricky words like was, you, my. By the end of this phase, they can decode a range of simple words and sentences .
PHASE 4
(Summer Term: Reception)
Phase 4 consolidates previous learning, focusing on blending and segmenting longer words with adjacent consonants (e.g., CCVC and CVCC words like trap, milk). There are no new sounds introduced, but children practise applying their knowledge fluently. New tricky words include said, so, have .
PHASE 5
(Year 1)
Children learn alternative spellings for known sounds (e.g., ai as ay, a-e) and alternative pronunciations for graphemes (e.g., g in giant vs goat). This phase develops fluency and prepares children to read more complex texts. New tricky words, such as their, people, could, are introduced throughout the year. By the end of Phase 5, children are confident, fluent readers .
Spelling
(Year 2)
In Year 2, the Little Wandle Letters and Sounds Revised programme transitions from phonics to a structured spelling curriculum, building upon the foundation established in Reception and Year 1. The Year 2 Spelling curriculum is divided into three key components:
1. Phase 5 Review (Autumn 1): A five-week revision period to reinforce previously learned graphemes and phonemes, ensuring a solid understanding before introducing new spelling concepts.
2. Bridge to Spelling (Autumn 2): This five-week phase completes the alphabetic code and introduces fundamental spelling concepts, guiding children to think critically about spelling patterns and rules.
3. Spelling Units (Spring and Summer Terms): Comprising 20 units, these lessons delve into the National Curriculum spelling requirements for Year 2. Each lesson, lasting approximately 15 minutes and conducted four times a week, follows the familiar structure of Little Wandle phonics lessons, facilitating a seamless transition and reinforcing prior knowledge.
Fluency Development
(Year 2, 3 and 4)
To cultivate reading fluency, Little Wandle offers a structured programme featuring the Big Cat for Little Wandle Fluency books. This collection includes 40 books, categorised from Fluency Level 1 to Fluency Level 10:
• Fluency Level 1: Aimed at achieving a reading speed of 60 words per minute (wpm), aligning with the expected level at the conclusion of the Little Wandle phonics programme.
• Fluency Level 10: Targets a reading speed of 120 wpm, surpassing the expected level for Year 3 students.
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Each book is thoughtfully crafted to include an inclusive mix of fiction and non-fiction, providing a broad choice of texts to engage diverse interests. The programme supports teaching through comprehensive resources, including teaching notes and word cards for each book. Additionally, ‘How to’ videos and training materials are available to model best practices and support teachers in delivering effective fluency instruction.
Regular fluency assessments are recommended to track children’s progress and determine appropriate pacing through the fluency book levels. This structured approach ensures that as children advance through Years 2, 3, and 4, they continue to develop their reading speed, accuracy, and comprehension, laying a solid foundation for lifelong reading habits.
RECEPTION
Autumn Term (Phase 2)
• Children are introduced to single letter sounds (e.g. s, m) and some consonant digraphs (e.g. sh, qu).
• They begin learning to blend sounds to form words and read Phase 2 books.
• Wordless books are used initially to develop comprehension and early reading behaviours.
• Tricky words (e.g. was, the) are taught using specific strategies to recognise parts of the word that don’t follow phonics rules.
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Spring Term (Phase 3)
• Focus shifts to vowel digraphs (e.g. oa) and trigraphs (e.g. igh).
• Phonics lessons increase to 20–30 minutes daily.
• Children read either Phase 2 or Phase 3 decodable books, depending on their progress.
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Support for All Learners
• Children needing additional help are given extra practice daily to ensure they stay on track.
YEAR 1
Children learn alternative spellings for sounds they already know, expanding their understanding of phonics.
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Daily phonics lessons (30 minutes) help solidify skills.
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They apply their phonics knowledge by reading matched-level books at least three times a week, building fluency and confidence.
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By the end of Year 1, children should be fluent readers, ready to tackle more challenging texts.
READING BOOKS
Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home. There are two types of reading book that your child may bring home:
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A reading practice book: This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.
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A hometime book: Your child will not be able to read this on their own. This book is for you both to read and enjoy together.
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Reading Practice Book
This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.
Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.
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Hometime Book
In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.
Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!
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TRICKY WORDS
Tricky words are common words that children cannot decode using standard phonics rules at the stage they are learning. These words often include unusual spellings or patterns that do not match the sounds children know so far. Examples include the, was, and said.
At our school, we teach tricky words as part of the Little Wandle Letters and Sounds Revised programme. The programme helps children identify the parts of the word that follow phonics rules and the parts that are “tricky.”
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Tricky words frequently appear in books and everyday text. Learning them helps children:
• Develop fluency in reading.
• Build confidence as readers.
• Avoid frustration when encountering common words that don’t follow phonics rules.
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Using Little Wandle, we:
• Teach children to identify which parts of the word follow regular phonics rules and which do not.
• Use repetition, games, and activities to help children memorise tricky words.
• Regularly review these words to ensure retention.
Supporting Your Child at Home
• Practice regularly: Review tricky words using flashcards or games.
• Spot tricky words in books: Encourage your child to find and read tricky words when sharing books at home.
• Use the Little Wandle resources: They include guidance and activities for practising tricky words.