Glebefields Primary School

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What are the children going to learn?


At Glebefields Primary children learn phonics throughout Early Years and Key Stage 1, following the Little Wandle Phonics Scheme. It is taught daily, in short sessions so that children build up and practise the skills they need to use in reading and writing.


Practising the sounds correctly is really important!

Here is a video which shows you how to say all the sounds we work on with the
Phase 2 -
Phase 3 -
Phase 5 -

At our school, we now use Little Wandle revised Letters and Sounds as a basis for our planning and teaching of phonics. The scheme is based on five phases and below are details of each one.

Foundations for phonics in Nursery
 We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and language’ and ‘Literacy’. These include:
o sharing high-quality stories and poems
o learning a range of nursery rhymes and action rhymes
o activities that develop focused listening and attention, including oral
o attention to high-quality language.

 We ensure Nursery children are well prepared to begin learning grapheme- phoneme correspondences (GPCs) and blending in Reception.

Phase 2 (Covered in Reception Autumn Term)
Phase 2 teaching starts the second week in reception and it is an expectation that by Christmas all children will be able to blend and read simple cvc words. Each lesson also contains segmenting to spell, so children learn to read and write together. A set of letters is taught each week, in the following sequence:
Week 1: s, a, t, p
Week 2: i, n, m, d
Week 3: g, o, c, k
Week 4: ck , e, u, r
Week 5: h, b, f, ff, l, ll

Week 6: j
Week 7: v, w, x, y
Week 8: z, qu, ch
Week 9: sh, th, ng, nk

Phase 3 (Covered in Reception Spring Term)
Children will be taught a combination of vowel digraphs and trigraphs. Children will also learn to blend and segment longer words ( multisyllabic words ).
Week 1: ai, ee, igh, oa
Week 2: oo, oo, ar, or
Week 3: ur, ow, oi, ear
Week 4: air er, words with double letters: dd mm tt bb rr gg pp ff
Week 5: longer words

Phase 4 (Reception Summer Term)
This phase consolidates the grapheme/ phoneme correspondences within phases 2 and 3. Children will be able to read and spell longer words with increasing confidence. They will blend to read longer, more complex words with adjacent consonants in and also segment these words for spelling.

Phase 5 (Covered in Year 1)
In this phase children will broaden their knowledge of letters and sounds. They will learn new graphemes and alternative pronunciations for these and graphemes they already know. They also learn about the split digraphs.
New graphemes for Reading: ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au,
Split digraphs: a_e, e_e, i_e, o_e, u_e
Alternative pronunciations (the same letter (grapheme) can represent more than one sound (phoneme):
fine/find, hot/cold, cat/cent, got/giant, but/put, cow/blow, tie/field, eat/bread,
farmer/her, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you.
During this phase children become fluent readers and increasingly accurate spellers. This phase covers spellings and learning rules for spelling alternatives and homophones. Children look at syllables, base words, analogy and mnemonics as aids to spelling correctly.


Children learn to add a range of suffixes to words following spelling rules.
Suffixes: - ful, -ly, -y, -ment, -ness, -ing, -ed, -s, -es, -est, -er, -tion


In each phase, children are also introduced to tricky words. These are the words that are irregular, the ‘normal’ decoding and blending taught still applies to these words, although the ‘tricky’ part of the word is made explicit when teaching a new word. All children should be able to read and spell these words independently by the end of Year 1.