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.

Listening to Fluent Readers

Listening to fluent readers

It is not difficult to tell when a beginning reader is struggling. One must only listen to a developing reader to know that there has been a word-level miscue: an omission of a word, a substitution of a word, or an addition of a word. Teachers of young children listen carefully to hear these kinds of miscues. Fluent readers, however, mask their reading struggles. We have all run into students who read every word beautifully, yet cannot summarize what they have read or pick out important concepts. This practice, often known as word calling, seems like reading to some, and many students believe full well that visually registering and then verbally articulating accurate text is effective reading. Literacy ...

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