Organizing a Typical Day’s Reading Instruction to Fulfill the Requirements of a Balanced Approach to Literacy

Classroom management and the organization structure of a year one class had a great influence on the effectiveness of a formal or reading instruction class setup. It is, therefore, paramount that organization is done to ensure that the reading instruction class is a success. There are various issues that one could take into account while organizing for a typical day’s reading instruction for a year one classroom. However, it is paramount that these organizational strategies and approaches help in fulfilling the requirements of a balanced approach to literacy.

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First and foremost, when organizing for a reading instruction, making arrangements in the physical classroom environment should be the first step. The physical classroom is necessary to support education. Organizing the classroom helps to avoid unpremeditated obstruction to the operative learning system. Thus the importance of accessing the classroom before the first day of school. This step should be followed by ensuring the class receives the regular inventory supplies and reading materials. The reading instruction materials should be made available. Nonetheless, physical preparation should include setting up of a classroom library. In additional to that, literally spaces need to be labeled around the classroom.

In organizing for a reading instruction, developing an effective classroom plan is vital. The expected code of conduct should be stated by the teacher to the student and rules and consequences for failing to abide should be stipulated. Nonetheless, having an effective plan includes having an interactive engagement with the students that is meaningful. This program is supposed to create a positive attitude among students towards reading. Students bring different attitudes about reading to the classroom; these attitudes influences students’ motivation to involve themselves in learning lessons and related activities (William Peter Grabe, 2011). Therefore, using an approach that sparks the correct attitude towards reading to students could yield positive benefits.

Adoption of concept-oriented reading instructions would be a suitable while organizing a typical reading instruction for a year one classroom. This approach engages the student more and also gives a student more conceptual knowledge. One of the best features of CORI is that it is a framework for organizing and integrating the formal process with content knowledge. There is no prepackaged way to teach (Swan, 2002). The concept-oriented reading instruction involves creating interest in the student through engaging them in activities, teaching students strategies for finding and accessing different kinds of information, schooling values strategies for creating and extracting meaning from the gathered information and coaching students to converse this information to the actual audience.

To conduct a successful typical day’s reading instruction, planning to get started each day is necessary. It would involve taking note of the attendance which is mostly in the morning,  a lunch count record, and any imminent school announcement made. The morning of the day when the reading instruction for a year one class is supposed to happen, a daily routine has to be formulated.In addition to that, it is necessary to have a set of written down series of activities that the students are required to achieve. As part of the organization process, it is important to display the morning message. A comprehensive list of the activities that the students should engage in must be complete. Such activities many include reading a book independently or doing it with a friend. Journal writing also could be a possible activity.

It would also be important to design an efficient diurnal literary institutional block schedule. The activities that would thus follow from this undertaking would include establishing a daily schedule on the first day of a year one first day of school. The routine for daily reading instructions should include activities such as reading with the children or rather reading by the children. In addition to that, students can also be paid for oral reading in class.

When we review our teaching log entries, we will do our best to determine which types of children pairings result in the most efficient oral paired rereading. The goal is to identify pairing configurations that lead to notable fluency improvement, greater cooperation between the students and the most positive attitudes towards reading and the task.(William Peter Grabe, 2011)

How the Approach to Instruction would fulfill the Requirements of a Balanced Approach to Literacy.

            The above organization is a suitable for a year one class for reading instructions. This reason is that it leads to the fulfillment of the requirements for the balanced approach to literacy. The various aspects of a balanced literacy block are: writing, word study, independent reading, guided reading, shared reading and read aloud. However to balance literacy more has to be included other than what is captured in the teaching-learning. Various instructional approaches have to be adopted by teachers and students provided with them so as to benefit and become adept in the purviews of literacy.

Through organized pair reading, students can read allowed to their fellow students as well as to the teacher. Moreover, via shared reading the students can practice guided reading skills together with their classmates. The activity, in turn, develops other reading skills of the student such as fluency and eloquence. AS such the teacher can attain a successful reading instruction that meets not only the basic requirements for a balanced approach to literacy but also other soft skills that are related to reading. Guided reading is essential as it helps the teacher to pronounce words and read through a given text. This activity, in turn, develops the capability of students to develop close reading skills.

Word study enables the teacher to enhance book and print familiarity among the students. Reading materials and activities done with the students helps in achieving this objective. Moreover, setting up of a class library enables the teacher to fulfill this essential requirement of attaining a balanced approach to literacy.

Independent reading is one of the core requirements of achieving a balanced approach to literacy. Individualized student- teacher reading instruction sessions that aim at enhancing the same contributes majorly towards achieving the goal. This objective is quite fundamental as it supports the attainment of other goals such as writing. Reading is supposed to mold students towards being better writers. As such, via assessment and student analysis as suggested in the organization plan above, the teacher can build the writing capabilities of his or her students.

In conclusion, a year one reading instruction class has to be well organized if a successful reading instruction is to be carried out. Holding a typical day’s class helps a teacher to determine the strength and weakness of the students. As such he or she can formulate the best strategies towards helping the student develop his or her reading instruction skills. However, an organization of the class should be done with an aim of meeting essential requirements of a balanced approach to literacy.

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Donohue, L., & Mototsune, K. (2012). 100 minutes: making every moment count in the literacy block. Markham, Ontario, Canad: Pembroke Publishers Limited.

Policastro, M. M., McTague, B., & Mazeski, D. (2016). Formative assessment in the new balanced literacy classroom. North Mankato, MN: Maupin House Publishing, Inc.,

Rief, S. F., & Heimburge, J. A. (2007). How to Access and teach all children through balanced literacy. San Francisco: John Wiley [distributor].

Swan, E. A. (2002). Concept-oriented reading instruction: engaging classrooms, lifelong learners. New York: Guilford Press.

William Peter Grabe, F. L. (2011). Teaching and Researching: Reading  (Applied Linguistics in Action). London: Routledge.

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