Little & Often
There is no mystery in “Little & Often”. It means to teach in small time frames... often!
Rocket science it is not
If you’ve spent any amount of time in a school, you know that teacher and support staff time constraints make it difficult to deliver interventions.
When it comes to teaching students with literacy difficulties, targeted support ought to be delivered in lengths of 5-20 minute bursts rather than a prolonged, full 1-hour of teaching whenever possible.
If you have a child (or work with one) who requires extra support, think of it as providing them with their “three-a-day” (a few minutes of intervention, a few times a day) as opposed to giving them one giant time slot in which they are more likely to lose interest. By doing so you will likely see their level of engagement increase.
As a teacher, I know that shorter (10-15 minute) sessions require me to be clear and concise with the skills I teach, and it also keeps students interested (they don't have enough time to get bored!).
Here’s what a Little & Often reading session might look like once you know a student’s current ability:
Click here to view last week's article on Scaffolding to see why these percentages are important.
You can use The Bridge to Fluency Strategies which I offer training on. These focus on acquisition and fluency of skills specific to a student's needs. Subscribe and email me if you would like more information about this!
I hope this provides a clearer structure to work from. Have a go at some Little & Often teaching with your student or child at home. I'm willing to bet that these shorter sessions will help keep them onside a bit longer!
If you've got any questions, send them on over!
SLOOM! O is for Overlearning