Differentiated reading instruction: An effective model for the middle grades
Strategic grouping can transform reading instruction in the middle grades from a hit-or-miss learning experience to a targeted, responsive one. This book features a practical and field-tested model for small-group differentiated reading instruction in Grades 4–8. Jennifer Berne and Sophie C. Degener offer a clear, detailed discussion of how to position this instruction inside middle school language arts or reading classrooms and simple, effective strategies for classroom management, groupings, and assessment. The authors explain how to
Balance brief strategic reading lessons with whole-class work; Structure and guide reading groups consistently; Assess students before and during reading groups; Cue students and gauge understanding as they read
Differentiating instruction is not the flavor of the month in education; rather, it is the essential orientation for maximizing student success. Strategic Reading Groups gives teachers the tools they need to differentiate reading instruction in the critical middle years, as students begin to read more complex, content-filled narrative and informative texts.
This book introduces instruction in strategic, differentiated reading groups for middle school classrooms. Small group reading instruction has a long history in elementary and middle schools. Until fifteen years ago, small group instruction was most often a place where students sat with their teachers to work on reading skills. These groups allowed the teacher to give different instruction to different groups of students as the teacher saw fit. Most teachers remember, from their own experience as students or from teaching long ago, that these groups were stable in their membership. Students were placed in groups in September and they stayed in those same groups for the year. More recently, guided reading groups (Fountas & Pinnell, 1996; Opitz & Ford, 2001) have focused upon reading ...