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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.

/ee/ for ‘y’ in a book with Phase 3 graphemes. When assessing books, look for a chart that shows progression of the GPCs. Any books matched to Phase 2 or 3 should not include adjacent consonants, except for plurals. Children need to be introduced to blending words with adjacent consonants before they apply this to reading decodable books. This

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Transcription of Guidance on selecting fully decodable books

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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

  Phases, Grapheme, 3 phase, Phase 3 graphemes, Phase 4

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

  Phases, Grapheme, Phase 5 graphemes

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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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,

  Words, Tricky, Tricky words

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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Learning Difficulties Information Guide

www.education.vic.gov.au

Tier 2 & 3 - Intervention 19 ... and Numeracy Strategy Phase 2 (the Strategy), ... symbols (graphemes) to the corresponding sounds (phonemes). This is also known as ‘phonics’. Learning to decode words is a skill that must be taught explicitly, ideally through structured and

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Order in which phonemes are introduced in ‘Letters and ...

www.stoswaldsdurham.net

Phase 2. 19 grapheme-phoneme correspondences . Set 1: s a t p . Set 2: i n m d . Set 3: g o c k . Set4: ck e u r . Set 5: h b f, ff l, ll ss . Phase 3 . 25 more grapheme-phoneme correspondences . Set 6: j v w x . Set 7: y z, zz qu . Phase 3 two and three letter graphemes: ch, sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er . Phase 4 . No ...

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Phonics: assessment and tracking guidance

dera.ioe.ac.uk

The purpose of Phase 2 is to teach children at least 19 graphemes and move them on from oral blending and segmentation to blending and segmenting with letters. This phase should take up to six weeks. Children are secure at Phase 2 when they can: • give the sound when shown any Phase 2 grapheme, securing first the starter letters s, a, t, p, i ...

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Programme Overview Reception and Year 1

www.lettersandsounds.org.uk

Spring 2 Phase 3 graphemes No new tricky words Review Phase 3 • longer words, including those with double letters • words with –s /z/ in the middle • words with –es /z/ at the end • words with –s /s/ and /z/ at the end Review all taught so far Summer 1 Phase 4 New tricky words Short vowels with adjacent consonants

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Phase 4 - Daily Phonics Planning Week 2

www.phonicsplay.co.uk

Phase 4 - Daily Phonics Planning Week 1 Assess all children. Phase 4 - Daily Phonics Planning Week 2 Monday Introduce We are learning to read CVCC words. Revisit Practise GPCs particularly any that the assessments showed children struggling with. Play Flashcards or Quickwrite Graphemes. Flashcards: Speed Trial, Flashcards: Time Challenge.

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