Reading and Phonics
Foundation / Key Stage 1
Little Wandle Letters and Sounds Revised is a complete systematic synthetic phonics programme (SSP) developed for schools by schools. Based on the original Letters and Sounds, but extensively revised to provide a complete teaching programme meeting all the expectations of the National Curriculum, the Ofsted Deep Dive into reading and preparing your children to go beyond the expectations of the Phonics Screening Check.
The programme provides a full progression through all commonly occurring GPCs, working from simple to more complex, and taking into account the frequency of their occurrence in the most commonly encountered words. At each appropriate stage, the lesson templates guide teachers through the learning of GPCs, the formation of graphemes, blending for reading, segmenting for writing, and reading and writing simple sentences. The weekly content grids map the introduction, practice and application of each GPC, alongside the controlled learning of tricky words.
Little Wandle Letters and Sounds Revised promotes children’s engagement in learning through:
- teacher energy and enthusiasm
- extensive interaction between teachers and children in lessons
- generous praise and encouragement
- building on and celebrating success.
The programme includes application with decodable books as an essential stage of the teaching sequence. Collins Big Cat for Little Wandle Letters and Sounds Revised have devised fully decodable books matched to our programme progression.
© Little Wandle Letters and Sounds Revised, 2021.
Key Stage 2
Through independent reading, shared reading in literacy lessons and cross-curricular sessions, guided reading groups and reading for pleasure, reading in Key Stage 2 develops and extends the skills acquired in Key Stage 1.
Children explore a wide variety of genres, both fiction and non-fiction which allows them to access, input ideas and understand what they are reading. They are given opportunities to speculate on the tone and purpose of texts they explore as well as to consider both the themes and audience.
“The teachers treat us fairly.”
“I like this school because everyone is nice to each other even though we are all different.”
“I really like the fact I feel safe and can make friends easily here.”
“I like my maths lessons and getting better with my handwriting.”
“What I like about my school is that it is safe, secure, I learn lots and when I achieve something I get rewarded.”
“I like the way we do our homework, giving us options makes it really fun and I learn a lot.”
“The thing I like most about school is the staff and my friends because they encourage me to do my best.”
“The teachers take care of us and challenge us so we can get better.”
“Staff look after us and keep us safe.”
“My favourite thing is the cheerleading club where people lift us in the air.”
“We have really enjoyed pretending we are policemen.”
“I look forward to the creative work we do.”
“I like being in class two because all the lessons are interesting, really fun and challenging too.”
“The staff are really nice and make learning exciting.”
“I like my lessons because they are always fun and interesting.”
“I enjoyed the paramedic coming in to school.”
“I like the awesome school trips we go on, like our trip to the chocolate factory.”
“I like the dojo points as we are rewarded with a book for every 100 dojo points we get.”