Using Levelled Texts to Differentiate Instruction

Differentiated small-group reading instruction is a critical component of comprehensive literacy programs. Within the three-tier Response to Intervention model, small-group reading provides differentiated core instruction for all students. Within Tiers II and III, intensive small-group reading instruction targeted to specific skills and strategies (comprehension, metacognition, vocabulary and fluency) can be part of an effective intervention program.

But how do you implement small-group reading effectively? How do you assess students to identify their instructional needs? How do you form flexible groups and select appropriate texts based on levels and strategy needs? How do you intervene with responsive prompting that can help struggling readers, English-language learners, and special needs students? And how do you use ongoing assessment to monitor students’ progress and inform your interim instructional decisions?

Tammy Jones and Annyce Kuykendall answer these and many other questions in a user-friendly guide designed for classroom teachers and coaches. If you want to get the most out of your school bookroom or your classroom levelled library, this is the book that can help.