Purpose: Having a clear understanding of the types and amounts of classroom literacy learning opportunities is important for contextualizing children's early literacy performance. In this study, we examine the content, context, and management of literacy learning opportunities in a large, geographically diverse sample in the United States. We also explore whether these opportunities were differentiated by children's oral language and decoding skill levels. Method: A total of 1,404 children (51% female; 38% White, 27% Hispanic, 18% Black, 10% Asian, 7% two or more races) in 153 preschool through third grade classrooms were observed for several multi-hour observations that included their literacy time. All children were coded individually. Children were administered assessments of code-focused and meaning-focused skills at the time of each observation. Results: Code-focused instruction was most common in kindergarten and this was the only grade where this type of instruction was appropriately differentiated. Code-focused instruction was more likely to be teacher-managed than child-managed, and more likely to be administered to the whole class than in small groups. Significantly more meaning-focused instruction was observed in 1st-3rd grades than in preschool or kindergarten and there was only limited evidence of differentiation of this type of instruction in 2nd and 3rd grade. Conclusion: Kindergarten is a focus year for learning to read and children who do not make sufficient progress during this year may face challenges due to limited, undifferentiated learning opportunities in subsequent grades. Meaning-focused instruction time is emphasized in later grades, which may be a missed opportunity for younger learners. [This paper will be published in "Scientific Studies of Reading."]