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