HOLY TRINITY CATHOLIC SCHOOL PHONICS SCHEME Little Wandle Letters and Sounds: Programme progression Phonics Long Term planning and Progression of Skills • • • • • • • • • •
All lessons must have a specific focus taken from the Little Wandle Letters and Sounds plan. The plan must be followed with fidelity to ensure coverage, pace and progression All lessons should follow the structure of: Review – Teach – Practise – Apply - Assess. Children should be given opportunities to apply new skills independently. Children should be given opportunities to segment and blend words as part of captions and sentences, not just single words in isolation. Phonics should be taught in a multi-sensory way which promotes enjoyment and engagement. ‘Fred fingers’ are used to help identify individual sounds in words for spelling. This encourages children to take note of the number of sounds in words as they count them on the fingers. Sound buttons can be used to help children segment and blend words. Precise language should be used when describing processes and different letter patterns e.g. phoneme, grapheme, vowel, consonant, segmenting, blending, digraph, trigraph, split-vowel digraph, adjacent consonant, common exception words. Letter names should be used consistently from the point that children have been taught them.