Literacy Schedule Example

Literature circles where students meet in groups to share their reading experiences will occur weekly in my
classroom. During this time students are able to discuss their self-chosen books or any book that they are
reading. It is encouraged that they choose what they are discussing. My role is to model that I am a reader and
share my authentic reading experience and what I am reading currently. I will also facilitate discussions. Below
is an example of a literacy schedule that may be used in my classroom.
Organization Plan
Time

8:459:00

9:0010:45

9:0010:45

Monday

Tuesday

Wednesday

Thursday

Friday

Entrance

Entrance

Entrance

Entrance

Entrance

Students
participate in
morning
message and
writing in daily
journals.

Students participate in
morning message and
writing in daily
journals.

Students
Students participate Students participate
participate in
in morning message in morning message
morning message and writing in daily and writing in daily
and writing in
journals.
journals.
daily journals.

Daily Five
When students are not meeting with the teacher in a guided reading group (Choice 5) they are working
independently or in pairs depending on the task. Students are familiar with this task and it has been a part
of the routine.
Choice One: Work on writing (students independently work on assigned writing)
Choice Two: Read to self (students read self-selected books)
Choice Three: Read to someone (students whisper read to a partner) or read with a CD
Choice Four: Work on word wall words (students work on word wall activities)
Guided Reading
*During this time I
meet with small
groups for guided
instruction. Each
group is based on
F&P level and
students areas of
need.
*Depending on what
instruction is needed
I will model and
guide students on
vocabulary words,
expression, decoding
strategies, and
comprehension
strategies while
reading a leveled
book or a story from
Houghton and
Mifflin.

Guided Reading
*During this time I meet
with small groups for
guided instruction.
Each group is based on
F&P level and students
areas of need.

Guided Reading
*During this time I meet
with small groups for
guided instruction.
Each group is based on
F&P level and students
areas of need.

Guided Reading
*During this time I
meet with small groups
for guided instruction.
Each group is based on
F&P level and
students areas of need.

Guided Reading
*During this time I
meet with small groups
for guided instruction.
Each group is based on
F&P level and students
areas of need.

*Depending on what
instruction is needed I
will model and guide
students on vocabulary
words, expression,
decoding strategies, and
comprehension
strategies while reading
a leveled book or a story
from Houghton and
Mifflin.

*Depending on what
instruction is needed I
will model and guide
students on vocabulary
words, expression,
decoding strategies, and
comprehension
strategies while reading
a leveled book or a story
from Houghton and
Mifflin.

*Depending on what
instruction is needed I
will model and guide
students on vocabulary
words, expression,
decoding strategies,
and comprehension
strategies while
reading a leveled book
or a story from
Houghton and Mifflin.

*Depending on what
instruction is needed I
will model and guide
students on vocabulary
words, expression,
decoding strategies, and
comprehension
strategies while reading
a leveled book or a
story from Houghton
and Mifflin.

*Begin groups with

flashcards of
letters/sounds and high

*Begin groups with

flashcards of
letters/sounds and high

*Begin groups with

*Begin groups with
flashcards of
flashcards of
letters/sounds and high letters/sounds and high

*Begin groups with

flashcards of
letters/sounds and
high frequency
words.

frequency words.

frequency words.

frequency words.

*Phonics/high frequency
words are reviewed
(depending on group
needs)

*Phonics/high frequency
words are reviewed
(depending on group
frequency words.
needs)

*Phonics/high
frequency words are
reviewed (depending on
group needs)

*Phonics/high
frequency words are
reviewed (depending
on group needs)

Pre-reading, activity
that sets a purpose for
reading, introduces new
vocabulary, make
predictions, and talk
Pre-reading, activity about strategies good
that sets a purpose for readers use. (example is
reading, introduces
a book introduction).
new vocabulary,
make predictions,
and talk about
strategies good
During reading, guide
readers use. (example students through content
is a book
as they read, allow for
introduction).
wait time, give prompts

During reading,
guide students
through content as
they read, allow for
wait time, give
prompts when
needed. An example
is, Does that make
sense?
After
reading, students
participate in
comprehension
activities or
questions.

Pre-reading, activity
that sets a purpose for
reading, introduces new
vocabulary, make
predictions, and talk
about strategies good
readers use. (example is
a book introduction).

Pre-reading, activity
that sets a purpose for
reading, introduces new
vocabulary, make
predictions, and talk
about strategies good
readers use. (example is
a book introduction).

Pre-reading, activity
that sets a purpose for
reading, introduces
new vocabulary, make
predictions, and talk
about strategies good
readers use. (example
During reading, guide is a book introduction). During reading, guide
students through content
students through
as they read, allow for
content as they read,
wait time, give prompts
allow for wait time,
when needed. An
when needed. An
give prompts when
During reading,
example is, Does that
example is, Does that
needed. An example is,
guide students through
make sense?
make sense?
Does that make
content as they read,
sense?
allow for wait time,
After reading, students After reading, students give prompts when
participate in
participate in
After reading, students
needed. An example
comprehension activities comprehension activities is, Does that make
participate in
or questions.
or questions.
comprehension
sense?
activities or questions.
Side note: Lower
guided reading groups
need to meet with the
teacher in guided
reading daily.

Side note: Lower

guided reading groups
need to meet with the
teacher in guided
reading daily.

After
reading, students
participate in
comprehension
activities or questions.

Side note: Lower

guided reading groups
need to meet with the
teacher in guided
reading daily.

Side note: Lower

guided reading groups
need to meet with the
teacher in guided
reading daily.

Side note: Lower

guided reading
groups need to meet
with the teacher in
guided reading daily.

10:4511:00

*Phonics/high
frequency words are
reviewed (depending
on group needs)

Read Aloud

Read Aloud

Read Aloud

Read Aloud

Read Aloud

I will read a wide

range of genres and
types of reading. I
will guide students to
identify the genres
and types of reading.

I will read a wide range

of genres and types of
reading. I will guide
students to identify the
genres and types of
reading. My goal is by

I will read a wide range

of genres and types of
reading. I will guide
students to identify the
genres and types of
reading. My goal is by

I will read a wide

range of genres and
types of reading. I will
guide students to
identify the genres and
types of reading. My

I will read a wide range

of genres and types of
reading. I will guide
students to identify the
genres and types of
reading. My goal is by

11:0011:20

My goal is by
modeling fluent and
expressive reading,
students will build
on existing reading
skills while I
introduce new
literature and
concepts.

modeling fluent and

expressive reading,
students will build on
existing reading skills
while I introduce new
literature and concepts.

modeling fluent and

expressive reading,
students will build on
existing reading skills
while I introduce new
literature and concepts.

goal is by modeling
fluent and expressive
reading, students will
build on existing
reading skills while I
introduce new
literature and concepts.

modeling fluent and

expressive reading,
students will build on
existing reading skills
while I introduce new
literature and concepts.

Shared Reading

Shared Reading

Shared Reading

Shared Reading

Shared Reading

I will lead the class in

reading or chanting a
text, book, poem, or a
message on a chart
while explicitly
modeling reading
strategies and skills
of proficient readers.

I will lead the class in

reading or chanting a
text, book, poem, or a
message on a chart
while explicitly
modeling reading
strategies and skills of
proficient readers.

I will lead the class in

reading or chanting a
text, book, poem, or a
message on a chart
while explicitly
modeling reading
strategies and skills of
proficient readers.

I will lead the class in

reading or chanting a
text, book, poem, or a
message on a chart
while explicitly
modeling reading
strategies and skills of
proficient readers.

I will lead the class in

reading or chanting a
text, book, poem, or a
message on a chart
while explicitly
modeling reading
strategies and skills of
proficient readers.
*On Friday I will read
material that I truly
struggle with to give
students an authentic
learning moment.

11:2012:10

12:1012:40

Lunch/Recess

Lunch/Recess

Lunch/Recess

Lunch/Recess

Lunch/Recess

Words their Way

Words their Way

Words their Way

Words their Way

Words their Way

Meet with groups.

1.Pass out this
weeks sort.
2. Model to students
the sort, putting titles
at the top. Explain
what the titles mean.
Say the word and
have students tell you
where it belongs and
why.

1.Students sort words on 1.Students sort words on 1.Students sort words

their own at their desks. their own at their desks. on their own at their
desks.
2. Model to students
2. Meet in groups and
draw and label.
have students write their 2. Meet with groups
Students think of
word sort down and then and have students find
something that they can make sentences.
words in books in pairs
draw to help them
or independently.
remember the words.

1.Administer Words
Their Way weekly test.

Writing

Writing

Writing

Writing

Writing

I will model through

reading and themed
writing, poetry, and
expository writing
while guiding
students through the

I will model through

reading and themed
writing, poetry, and
expository writing while
guiding students through
the writing process,

I will model through

reading and themed
writing, poetry, and
expository writing while
guiding students through
the writing process,

I will model through

reading and themed
writing, poetry, and
expository writing
while guiding students
through the writing

Students will take a

break from their
themed writing and
will be able to write
about what they are
reading. They choose

Literature Circles
Students collaborate in
groups and share what
they are currently
reading with peers.
Students decide what
they would like to share
about the books.

3. Have students glue

their sorts.
Students will be
reading
independently.

12:401:10

writing process,
correct grammar, and
sentence structure.

correct grammar, and

sentence structure.

Students will participate

Students will
in the type of writing,
participate in the type but they will be able to
of writing, but they
self-select the topic.
will be able to selfselect the topic.
*I will meet with groups
for writing workshop to
*I will meet with
give direct/guided
groups for writing
instruction based on
workshop to give
students needs.
direct/guided
instruction based on
Students will share daily
students needs.
where they are at in the
writing process and if
Students will share
they would like to, share
daily where they are their writing.
at in the writing
process and if they
would like to, share
their writing.

correct grammar, and

sentence structure.
Students will participate
in the type of writing,
but they will be able to
self-select the topic.

process, correct
grammar, and sentence
structure.
Students will
participate in the type
of writing, but they
will be able to selfselect the topic.

*I will meet with groups

for writing workshop to
give direct/guided
*I will meet with
instruction based on
groups for writing
students needs.
workshop to give
direct/guided
Students will share daily instruction based on
where they are at in the students needs.
writing process and if
they would like to, share Students will share
their writing.
daily where they are at
in the writing process
and if they would like
to, share their writing.

what they want to write

about and may include
what they like/dislike
and why, what the book
is about, and why they
chose it. It is up to the
student.
Students will
participate in the type
of writing, but they will
be able to self-select the
topic.
*I will meet with
groups for writing
workshop to give
direct/guided
instruction based on
students needs.
Depending on time 4-5
students will share what
they have written about
their book.

*When students are done with work they have the choice to read a book that is in their book bin (that is at their
independent reading level), finish work they are still working on, or they can participate in free-writing activities
which can be but are not limited to writing practice or self-selected writing.
*If needed at any point during reading, writing, or Words Their Way, I will have one-on-one conferences with
students at least monthly.
*At the end of the day, students will have time to share new vocabulary words from Hooray for Words.