Planning and Organizing for Instruction

Planning the Classroom Day

Planning and organizing for instruction require the teacher to schedule adequate time for language arts (560 minutes per week or approximately 110 minutes per day). Teachers also need to organize the daily instructional routines within that time.

The following guidelines are presented to help teachers make decisions about the use of time. Teachers will need to make adjustments based on students' needs, school schedules, and other factors. The time allotted to any particular activity as well as the order will vary from day to day. In addition, teachers will want to take the opportunity to integrate listening, speaking, reading, writing, viewing, and representing into other subject areas whenever possible and to take advantage of other opportunities for language instruction throughout the day.

Sample Grade 1/2 Language Arts Instruction
(in minutes per day)
Preparation for the Day (e.g., attendance, plan for the day, morning message, focus lesson) 15 minutes
Class Sharing and Oral Language Activities (e.g., sharing circle, news time) 15 minutes
Teaching and Conferencing Block (e.g., shared/guided reading, letter/sound/word study, guided listening, shared/guided writing, spelling strategies, handwriting activities, guided representing/viewing) 40 minutes
Read Aloud 15 minutes
Independent and Paired Reading 20 minutes
Closure 5 minutes
Sample Grade 3/4/5 Language Arts Instruction
(in minutes per day)
Morning Meeting, News Reports, and Plans for the Day 15 minutes
Journal Writing 15 minutes
Oral Language Activities (e.g., sharing circles, reader's theatre, shared performances) 15 minutes
Teaching and Conferencing Block (e.g., guided reading, reading workshop, literature study/book clubs, vocabulary, handwriting, spelling, word study, guided listening, shared writing, guided and independent writing, writing workshop, research) 40 minutes
Independent Reading 15 minutes
Closure 10 minutes

As part of their daily planning, teachers may wish to use one or more of the following sample planning forms. Samples one and two, on the following pages, could be used to plan and focus the different components and lessons for the day.

Taking into consideration the curriculum objectives, students' interests, individual language abilities, students' prior knowledge and experience, local and community issues, and possibilities for integration with other areas of study, teachers can identify possible units and develop a yearly plan for English language arts instruction. A sample yearly planning form appears on page 300 with sample unit planning forms on pages 301-303. In addition, a sample unit planning checklist is provided on page 304.


Sample Daily Planning: Form One

Date: _________________________
Grade(s): _______________________

Objectives





Assessment



Resources




Morning Entry Activities




Class Sharing Activities

Shared/Echo Reading Guided Listening/Reading/Viewing Centres and Independent Activities
Before:



During:



After:



Students:


Text Level:


Anecdotal Notes and Running Record:


Word Work:



Associated Language Study Mini-lessons



Observation Focus Observation Focus

Modeled/Shared/Dictated/Interactive Writing or Writing Workshop
Before:

During:

After:


Read Aloud



 Closing Activity


Sample Daily Planning: Form Two

Date: _________________________
Grade(s): _______________________

Opening









Sharing









Guided Instruction and Practice









Independent Activities









Closure