Phase 2

Phase 2 includes 19 letters of the alphabet. These are split into sets and are introduced one at a time and in a set order.

 

Little Wandle Phase 2 Progression

Phonics

Irregular/tricky words

Phase 2 – Week 1           

• Phonemes /s/, /a/, /t/, /p/ introduced, graphemes ‘s’, ‘a’, ‘t’, ‘p’

 

Phase 2 – Week 2           

• Phonemes /i/, /n/, /m/, /d/ (graphemes ‘i’, ‘n’, ‘m’, ‘d’)

 

Phase 2 – Week 3           

• Phonemes /g/, /o/, /c/, /k/ (graphemes ‘g’, ‘o’, ‘c’, ‘k’)

          

Phase 2 – Week 4           

• Grapheme digraph ‘ck’ for /k/ sound (in words like duck), plus /e/, /u/, /r/ (graphemes ‘e’, ‘u’, ‘r’)

           

Phase 2 – Week 5           

• Phonemes /h/, /b/, /f/, /l/ with graphemes ‘h’, ‘b’, ‘f’, ‘ff’, ‘l’, ‘ll’ (i.e. single and double forms)

           

Phase 2 – Week 6           

• Phoneme /j/ (grapheme ‘j’)

 

Phase 2 – Week 7           

• Phonemes /v/, /w/, /x/, /y/ (graphemes ‘v’, ‘w’, ‘x’, ‘y’)

 

Phase 2 – Week 8           

• Graphemes /z/, /zz/, /qu/, /ch/ (e.g. ‘z’, ‘zz’, ‘qu’, ‘ch’)

 

Phase 2 – Week 9           

• Digraphs sh, th, ng, nk (these are the more complex consonant digraphs)

           

• Tricky words: the , to , go , I

 

 

 

• Continue with previous tricky words

 

 

 

• Continue with taught tricky words

 

 

 

• Continue previous tricky words

 

 

 

• Continue with previously introduced tricky words

 

 

• Continue tricky words

 

• Continue tricky words

 

 

 

• Continue tricky words

 

 

into, and, has, his, her, she, he, we, me, be, of

 

Learners are encouraged to use their prior knowledge from Phase 1 to listen to the letter sounds to blend and sound out the words. They will also begin to start learning how to segment words into letter sounds. Additional to these skills, learners will be introduced to ‘harder to read and spell’ which are words that are not phonetically decodable and or have uncommon or unusual spelling, these are known as tricky words. After learning each set, consolidation weeks will be filtered into learning to address any misconceptions and ensure knowledge is embedded.