During the 10-20-minute small group sessions, the rest of the class could do one (or some) of the following activities from the LLLL program. Each of these activities allows children to practise and apply their knowledge and work towards mastery: 

• Read, write and draw - this LLLL routine is a rich independent activity. Create a bag/pile of word cards, captions and sentences (copying from the Let's write sheet for your week of teaching). Children pick a card. They read it to their partner, then they write it in their book. Children check their writing is correct against the card before they draw a picture to show comprehension. This scaffolded activity supports children to decode, encode and practise their handwriting.
• Independent reading - using a decodable book from the right stage for the child, or an app. The LLLL apps have 'click the word' audio available if children need support. They also have recording functionality, which allows children to listen to their reading and make improvements to their reading fluency.
• Paired reading - children read a familiar decodable book to their partner, taking it in turns to read a page to each other. The process of re-reading is crucial for building fluency. Children can also do paired reading with our Speed Words lists, ticking them off as their partner reads them correctly.    
• Activities from the Teach Activity Resource Book (TAR) for your week of teaching - Read and Match, Crosswords, What am I? Silly or Sensible? Quizzes, Draw with Mr Shaw and Choose your own adventure are all examples of activities supplied in the TARs for certain weeks of teaching. There are usually 2-3 activity sheets per week of teaching and they all have a clear focus fitting with LLLL's explicit teaching approach. 

• Word detective - ask children to re-read the book and find words that include the focus phoneme-grapheme correspondence. Children can write lists of words in their My Word Detective books and then highlight the focus PGCs in those lists. Children could refer to these lists later to write a sentence or more.
• Lucky dip - as with Read, Write and Draw, prepare word, caption and sentence cards. Children work in pairs to dictate to one another. Partner 1 dictates the sentence. Partner 2 writes the sentence. Children check partner 2's work by comparing it to the card. Partners swap roles.
• Handwriting practice - such as rainbow writing and tracing. Practising letter formation in isolation or writing decodable words.
• Children could finish off their Sound and Write sheet for the week ... did they manage to write/draw their sound story?

If you have support staff in your classroom, you could have children play Read and Grab Word Game, Tim's Quiz, or a Milo activity such as Milo's Read and Match, Milo's Making Words Placemats or Flipbooks. A group of children could work with an adult to do Let's spell, Sound swap or some simple word building using the Mini Speed Sounds and Chants cards too. Explore LLLL Games.

Little Learners Love Literacy® activities cover:
- Reading, Word recognition: Phonics/word reading, phonemic awareness, fluency
- Reading, Language comprehension: Vocabulary, fluency, some background knowledge, questionning
- Writing, Transcription: handwriting, spelling, punctuation, morphology

What you will also need to cover:
- Writing Composition: sentence and paragraph construction, grammar, genre, idea organisation and audience.

There is already some composition work in LLLL, for example:
• Write and draw your own sound story
• Label pictures, fill in gaps
• Model writing a sentence using a picture from decodable book as stimulus. Children then write their own – using words they can spell.
• Choose your own adventure – scaffolded composition
• Quizzes – compose sentence answers. 
When approaching composition ensure you never ask children to do something that they do not have the skills to do yet. If they can’t spell CVC words, their composition work will need to be co-constructed with you and be pictorial and/or oral.

- Reading to children: Exposure to picture books, library books, nonfiction is vital for linguistic comprehension development and vocabulary. This is where you would cover genre, character study etc.
A note on comprehension strategies: Word recognition (decoding) has the biggest impact on reading comprehension in the early years and fluency. Followed by vocabulary. Our SGR sessions and associated comprehension activities do sometimes ask children to predict, summarise, make connections to background knowledge, answer literal questions, infer etc. but you will not find any resources to teach 'comprehension strategies' in our program.