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.

Teacher Cueing During Informational Text Reading

Teacher cueing during informational text reading

Here, Alex reads a section about remote control units out of David Macaulay's (1998) informational text, The New Way Things Work, while his teacher, Mrs. Simon, listens:

Alex:The receiver unit contains a photodiode, which is a diode sensitive to light or infra-red rays. It is connected in reverse bias so that normally only a low current flows through it. When rays strike the diode, they free some electrons, increasing the current to produce a signal which goes to the decoder. (p. 272)
Mrs. Simon:Can you tell me what you just learned about the receiver unit in a remote control?
Alex:Honestly, I don't know.
Mrs. Simon:Can you read it again? This time, after every sentence, I want you to ...
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