If educators want to improve reading achievement on scale, Shanahan notes, we need to organize school days more effectively, so they support increased literacy learning--not hinder it. He presents suggestions for increasing the amount of literacy instruction elementary students receive, through more flexibility of scheduling and more wisely planning when to do small-group instruction (and when it's not a good strategy). He emphasizes considering carefully--and making time for--the elements of reading instruction that research shows give the most bang for the buck in teaching reading, "planning by purpose not by activity."