KS1 Phonics Scheme
At Kislingbury School we structure our phonics teaching around the Little Wandle Scheme which follows the structure of Letters and Sounds .
A copy of the parent information presentation is attached below:
You can help your child at home by saying the ‘pure’ sound as seen/ heard in the clips detailed below, this will assist them with learning their phonics. We will do the same and also teach the children letters and sounds every day in streamed group lessons as well as providing them with relevant activities in free flow and independent time. Learning the phonics (sounds of the letters) will help your child in being able to read and write. We will also provide sound and word cards for your child to bring home and learn. These will include 'sight words' which do not follow phonetic rules.
Detailed below are some useful websites that will help you support their phonic development.
https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/
Phonics in Reception Curriculum Documents
Click on the documents below to see the order in which we teach each sound in each term:
Phonics in Year 1
The main focus in year 1 is phase 5. Children entering Phase 5 will already be able to read and spell words with adjacent consonants, such as trap, string and flask. They will also be able to read and spell some polysyllabic words.
In Phase 5, children will learn more graphemes and phonemes. For example, they already know 'ai' as in rain, but now they will be introduced to 'ay' as in day and 'a-e' as in make.
Phase 5
ay, ou, ie
ea, oy, ir, ue
aw, wh, ph
oe, au, ew
a_e, e_e, i_e, o_e, u_e
Alternative pronunciations for graphemes will also be introduced, e.g. 'ea' in tea, head and break.
Tricky Words
Throughout their phonics learning the children will be exposed to common irregular words that cannot be decoded phonetically. These will be given to the children in sets of varying amounts throughout their time in Year 1 and Reception. These are words that the children are expected to read at the end of Reception and spell at the end of Year 1. These include:
the ; no ; little ; some
Key vocabulary that you may find useful
Phoneme: The sound that is heard
Grapheme: The written representation of the sound
Diagraph: Two letters that make a single sound e.g. ‘oa’ as in goat
Trigraph: Three letters that make a single sound e.g. ‘igh’ as in light
Split diagraph: When two letter make a single sound but are not consecutive in a word – this is always a vowel followed by the letter e e.g. a_e as in cake, e_e as in Pete, i_e as in bike, o_e as in woke, u_e as in flute.
Blending: Identifying the individual sounds and combining them to read the word (e.g. b-oa-t)
Segmenting: Listening for the sounds in words gives children the best start for improving spelling
CVC: A word made of the sequence: consonant, vowel, consonant e.g. cat
CCVC/CVCC: A word made of the sequence: consonant, consonant, vowel, consonant e.g. stop OR a word made of the sequence: consonant, vowel, consonant, consonant e.g. pond
Alliteration: Repetition of the same initial sound at the beginning of a sequence words e.g. the big, bad, bold bear was brave.
Polysyllabic: A word that contains more than one syllable
