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.

A Detailed Look at Strategic Reading Groups

A detailed look at strategic reading groups

Strategic grouping is an innovative middle school construct because of its emphasis on teacher feedback during individual students' oral reading. As students read on their own, teachers listen carefully and offer strategic cues to assist them in furthering their reading comprehension and vocabulary understanding. These kinds of ad hoc cues may be new to teachers, and they make the big difference in effecting change in student reading. Chapters 4, 5, and 6 are devoted to helping teachers understand and practice how to cue most effectively as students read in various genres. Before teachers are ready to work on the way they frame their cues, however, they need to be comfortable with the ...

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