At Waveney Valley we believe that for all our children to become fluent readers and writers, phonics must be taught through a systematic and structured phonics programme. We use Little Wandle Letters and Sounds Revised to plan and provide daily engaging phonics lessons. In phonics, we teach children to recognise the sounds that letters make and how to blend in order to read words. Our teaching follows a specific sequence which allows children to build upon their previous phonic knowledge and master phonic strategies as they move through the school. 

Our phonics teaching begins in Nursery with a focus on developing early language and a love of reading. Children are read to daily and are exposed to  a range of nursery rhymes, phonological awareness and rhyming games.

At Waveney Valley, skills and strategies that are taught are modelled in shared reading and writing both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on the development of language skills for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

Why learning to read is so important

• Reading is essential for all subject areas and improves life chances.
• Positive attitudes to reading and choosing to read have academic, social and emotional benefits for children.

How children learn to read

• Phonics is the only route to decoding.
• Learning to say the phonic sounds.
• By blending phonic sounds to read words.
• Increasing the child’s fluency in reading sounds, words and books.

Reading fully decodable books

• Children must read books consistent with their phonic knowledge.
• It is essential not to use other strategies to work out words (including guessing words, deducing meaning from pictures, grammar, context clues or whole word recognition).  
• Books must be fully decodable and follow the Little Wandle scheme
• Children need to read books in a progressive sequence until they can decode unfamiliar words confidently.

The role of Parents’ and Carers’ 

• Have a positive impact on their child’s reading.
• Should model the importance of reading practice to develop fluency.
• Children take home books they have read at school to re-read at home to build fluency.
• There are two different types of books that pupils bring home: reading practice and books to share for pleasure.
• Reading at home encourages a love of books, along with developing vocabulary and discussion.
• Parents should use voices, expression, discuss unfamiliar vocabulary, talk about the pictures, and predict what might happen next.

Supporting your child with reading

Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.

A reading book

This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.

A sharing book

Your child will not be able to read this on their own. This book is for you both to read and enjoy together.

Reading practice book

This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.

Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.

Sharing book

In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.

Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!

Videos

These three videos show you how to pronounce the sounds. Notice how the children don’t add an ‘uh’ sound at the end, so they say: ‘t’ not ‘tuh’.

https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/