Differentiated Literacy Instruction in Grades 6-8

“This book offers comprehensive guidance for designing curriculum materials and planning differentiated instruction in the middle grades. The authors’ deep commitments to evidence and equity ground their routines for knowledge building, reading, discussion, grammar and language, writing, research, and assessment. Deeply respectful of both the research and standards that guide curriculum and the teachers and students who experience it, this book is sure to be a valuable resource for English language arts teachers and literacy leaders working in middle schools, as well as preservice teachers preparing to teach in diverse schools and classrooms.”

—John Strong, PhD, Graduate School of Education, University at Buffalo, State University of New York


“This book does what few curriculum resources manage—it supports both students and teachers without selling a ‘magic bullet.’ The book reads like a candid, supportive conversation with fellow educators. I especially appreciate the emphasis on discussion, writing, and comprehension strategy instruction that respects adolescent learners’ development. The authors provide teacher-friendly routines that make instruction more effective and sustainable. From semantic morphology to peer discussion and writing routines, every component supports middle school learners as they are—curious, growing, and deeply in need of meaningful literacy instruction.”

—Ashley Karkkainen, MA, literacy coach, Menominee County Intermediate School District, Michigan


“Elementary teachers have long appreciated Walpole's thoughtful and text-rich approach—now middle school teachers have their own inspiring resource for planning a curriculum that centers complex, diverse, and high-quality texts. The authors explain the thinking, values, and research-informed choices that shape their approach, and provide actionable ideas for practice. Clear routines for reading are presented alongside practical strategies for engaging students in rich discussion and purposeful writing.”

—Kristin Conradi Smith, PhD, Dr. Virginia L. McLaughlin Associate Professor of Education, William & Mary