Wednesday, April 29, 2015
Fiona Glumac Resources
Fiona Glumac Resources
Guided reading video link: http://tr.pinterest.com/pin/175077504236962487/
- Example English program. Woodlands Hub also has some helpful planning templates. See link below:
Click on links below to access these files:
Videos on Reader’s CAFÉ and The Daily 5.
Videos on Reader’s CAFÉ and The Daily 5.
CAFE
This site gives a great visual of classroom set up. The teacher shares her planning file and links to further useful sites where she gets strategies etc.
You can print off copies of recording sheets. J
Daily 5.
For more google CAFÉ reading strategies. Look at the images. Click on the images to see further information. Or “visit page”
I have a hand out of further strategies to use in LDT which I will hand out during the next PLC. It is to be kept in your curriculum folder.
Managing Literacy Dedicated Time
Managing Literacy Dedicated Time
- In order to run an effective LDT session, teachers often need to invest the first 6 weeks of school to develop routines and set expectations. A slow and purposeful beginning will lead to a competent, successful and cohesive classroom culture.
- At the beginning of the year, co-construct anchor charts to show what the classroom will look like/ sound like when they are writing independently, working in small reading groups while the teacher is with a guided reading group, etc.
- Use timers (even for yourself!)
- A whole-school behavior management plan/ policy is pivotal, as is clear classroom expectations and consequences
- Keep routines consistent. Where possible, ensure that LDT practices take place in the same order, and at the same time each day.
- Keep modeled/ shared reading or writing sessions brief. This is often what causes teachers to struggle to fit everything in. If a teacher’s shared/ modeled reading or writing session is taking longer than 15 minutes (Years 1-3) or 20 minutes (Years 4-6), the teacher is trying to fit too many things into their mini-lesson. Remember- a mini-lesson should have one singular focus and therefore should not go for too long.
- Establish clear transitions (e.g. how do children move from independent reading to their reading activity while the teacher is with a guided reading group?).
- Set engaging activities that provide opportunities for student choice during independent reading and writing activities.
- Use a sound meter to establish expectations of noise levels during each component of LDT
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