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Year 2 begins by using assessment to ensure that children have completed the Little Wandle Year 1 progression. Any gaps are addressed through daily phonics lessons until the programme is completed. We carry out further assessments to ensure this content is secure.
Little Wandle Spelling builds on children’s knowledge of the alphabetic code and teaches them how to spell with confidence. The programme provides a seamless link from the core Little Wandle Letters and Sounds programme to teaching spelling in Year 2.
Once all Year 1 content has been taught and assessed, we teach a five-week Phase 5 review. This ensures that children secure the trickier elements of Phase 5 and can apply this alphabetic knowledge in both reading and spelling. Once the Phase 5 review is secure, we teach the Bridge to spelling before moving to the Spelling units.
Children with larger gaps in their phonic knowledge than their peers have daily phonics teaching and follow the Rapid Catch-up programme.
Click the images below to see how we say the 'Grow the Code Chart' sounds and how we say the 'Complete the Code Chart' sounds.
Grapheme_Mats_Phase_2_3_and_5_Spread.pdfPhase 5 Grow the Code Chart
Phase 5 Grow the Code Chart
How-to-say-the-Phase-5-sounds-September-2022.pdfHow to say Phase 5 Sounds
How to say Phase 5 Sounds
LW-Spelling_Programme-overview_Nov-23.pdfSpelling Programme Overview
Spelling Programme Overview
Year 2 Fluency Programme
Year 2 Fluency Programme
We teach reading to children in Year 2 who have exited the core programme using Little Wandle Fluency. Each Fluency reading lesson is 25 to 30 minutes.
The structure of every lesson is the same:
A pre-read to practise reading words and to support vocabulary.
Children read aloud for ten minutes and the teacher ‘taps in’ to hear every child read.
Focused teaching of prosody, repeated reading and comprehension through discussion.
We assess reading speed and accuracy and use these assessments to monitor progress and allocate books. We also use Assessment for Learning (AfL) and our professional judgement to assess each child’s progress in reading, so we can ensure that they have the right books to meet their needs.
Comprehension is taught through dialogic talk and teachers use their AfL to address misconceptions and develop children’s curiosity and engagement with each book.
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