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Guidance on selecting fully decodable books

1 2021 Wandle Learning Trust. All rights COMPLETE PHONICS RESOURCE TO SUPPORT CHILDRENG uidance on selecting fully decodable booksWhen children are learning to read, it is imperative that they practise independent reading with fully decodable books that are matched to their secure phonic knowledge. This will enable them to use the GPCs they know to decode the words and, with practise, develop fluency when reading. It will also establish the habit of using phonics as the route to decoding unknown words , avoiding unreliable guessing strategies. Evidence and experience clearly shows that this is the most effective approach to ensuring almost all children learn to read. When selecting books for independent reading practice, the following points are essential: The phonic progression of the decodable books must match the phonics progression of Little Wandle letters and sounds Revised.

The number of tricky words should increase as children progress. The new progression for Little Wandle Letters and Sounds Revised is provided in the updated material. These are the new tricky words in Little Wandle Letters and Sounds Revised: Phase 2: is, I, the, put*, pull*, full*, as, and, has, his, her, go, no, to, into, she, push*, he,

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Transcription of Guidance on selecting fully decodable books

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Application of phonics to reading

www.littlewandlelettersandsounds.org.uk

The tricky words must be words already taught in the Little Wandle Letters and Sounds Revised progression, and taught in the same order as the progression. They should be taught in the ‘revisit and review’ part of the reading session before being practised in fully decodable books. Avoid books with too many tricky words,

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Programme Overview Reception and Year 1

www.littlewandlelettersandsounds.org.uk

Spring 2 Phase 3 graphemes No new tric˜y words Review Phase 3 • words with double letters, longer words, words with two or more digraphs, words ending in –ing, compound words • words with s /z/ in the middle • words with –s /s/ /z/ at the end • words with –es /z/ at the end Review all taught so far Summer 1 Phase 4 New tric˜y words

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Glossary of Little Wandle Letters and Sounds Revised ...

www.littlewandlelettersandsounds.org.uk

a dot is placed under any single-letter grapheme and a short horizontal line under the group of letters that form a digraph or trigraph, as shown below. Sound talk See ‘Oral blending’, above. Speedy sounds The rapid recall of previously taught GPCs. Speedy words Fluent reading of previously read words containing known GPCs that are read without

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Programme Overview Year 1

www.littlewandlelettersandsounds.org.uk

Wee˜ 5 Grow the code: /igh/ ie i i-e /ai/ ay a a-e /oa/ oa o o-e /ee/ e ie e-e ea /oo/ /yoo/ ew u-e u ue *The tric˜y word ‘as˜’ may not be tric˜y in some regional pronunciations; in which case, it should not be treated as such. Spring 1 Phase 5 graphemes New tric˜y words Wee˜ 1 /ee/ y funny /e/ ea head /w/ wh wheel /oa/ oe ou toe shoulder

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Key features of effective phonics practice

www.littlewandlelettersandsounds.org.uk

and apply phonic knowledge. It is an expectation of the Department for Education and Ofsted, and a requirement of the National Curriculum. More importantly though, it gives children the vital opportunity to practise the phonic skills they are learning without the distraction of words they have not yet learned to decode.

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www.littlewandlelettersandsounds.org.uk

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