Small Group, Differentiated Reading Instruction in Grades K-8
Learn how to make intentional decisions about teaching for comprehension, word-solving, and fluency in small groups.
In this 5-day institute for teachers and literacy educators, learn how to plan for and teach small group, differentiated reading instruction including focus lessons, guided reading, and book clubs. Meet every reader’s needs using evidence-based reading instruction in grades K-8.
- Classroom Teachers K–8
- Interventionists/Specialists
- Graduate Credit Participants, please see “Graduate Credit Option” tab for pricing information
During this five-day institute, you’ll take an in-depth look at how to use small group differentiated instruction to support readers in the primary, intermediate, and middle grades.
Learn how a variety of small-group lesson structures provide opportunities for teaching and learning that support readers’ development of oral language, phonics, vocabulary, fluency, content knowledge, and comprehension. You will deepen your understanding of the reading process and learn how to group students strategically to create meaningful teaching and learning opportunities that meet the diverse needs of all learners, including multilingual students. You will examine how to: assess students’ strengths and needs as readers; form flexible groups; analyze and select appropriate texts for your students; and plan small group lessons that differentiate instruction to address the needs of each reader within a group.
Course Outcomes
- Build knowledge of reading as a complex process that includes building students’ understandings and use of: phonics and word recognition, phonological awareness, fluency, comprehension, vocabulary and background knowledge, and oral language development.
- Observe, assess, and analyze students’ reading behaviors to plan for instruction.
- Use ten text characteristics to analyze a variety of text types to consider the supports and challenges the texts offer to readers.
- Select appropriate texts and design instruction to build students’ reading competencies through successful reading experiences and thinking and talking about texts in a small group.
- Learn how to group students flexibly for instruction based on assessment data.
- Plan to teach for word solving, fluency, and comprehending using a variety of small group lesson structures including focus lessons, book clubs, and guided reading.
- Examine how the structures of small group lessons create purposeful opportunities for teaching and learning, with attention given to the needs of multilingual learners.
You can take this course for noncredit and earn 35 professional development hours, or you may take it for 3 graduate credits for an additional cost. Please see the “Graduate Credit Options” tab for more information.
Linda Murphy, Associate Director, Literacy Programs 
Linda has worked in school districts in New York in a variety of roles and settings. Prior to her joining the center at Lesley University, Linda held positions as a principal of an intermediate school, a Director of English Language Arts, Social Studies and Reading, a district trainer for Literacy Collaborative Intermediate, a Reading Recovery Teacher Leader and a classroom teacher. Linda holds licenses in Elementary Education and School District Administration.
Required Materials
You are responsible for purchasing/having access to the following professional texts for this course:
- Fountas, I.C. & Pinnell, G.S. (2017). Guided reading: Responsive teaching across the grades. Heinemann.
- Either version of The Fountas & Pinnell Literacy Continuum:
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- Fountas, I.C. & Pinnell, G.S. (2022). The Fountas & Pinnell literacy continuum: A tool for assessment, planning, and teaching, grades prek-8, second edition. Heinemann.
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- Fountas, I.C. & Pinnell, G.S. (2016). The Fountas & Pinnell literacy continuum: A tool for assessment, planning, and teaching, grades prek-8, expanded edition. Heinemann.
A Course Packet of Articles will be provided that include:
- Pennell, A.E, Jordan, R.P., & Nash, K.T. (2024). A healthy diet for beginning readers: Decodable texts as part of a comprehensive literacy program. The Reading Teacher, 77(5), 673 – 684.
- Siegal, S.W., Hall, C., & Mesa, M.P. (2024). Aligning research with practice: Using small groups to differentiate instruction [White paper]. Scholastic.
Recommended Texts
- Fountas, I.C. & Pinnell, G.S. (2012). Fountas & Pinnell prompting guide, part one for oral reading and early writing. Heinemann.
- Fountas, I.C. & Pinnell, G.S. (2012). Fountas & Pinnell prompting guide, part two for comprehension: Thinking, talking, and writing. Heinemann.
Cancellation Deadline & Refund Policies
Non-Credit Participants
You have until one week before the first day of this offering to cancel your registration. The cancellation deadline is Monday, July 20, 2026. There is a $50 cancellation fee. If you request a cancellation after the deadline, you will not be issued a refund. Substitution requests are acceptable. Please email centerliteracyteaching@lesley.edu if you have a cancellation or substitution request.
Graduate Credit Participants
Registration Deadline
The registration portal closes at 5pm ET on July 24, 2026.
Requirements for Participation
After the training, non-credit participants will receive a certificate of attendance for your participation. To receive a complete certificate, participation during the specified times is required. Additional work may be assigned to meet the clock hours.
In-Person at Lesley University or Virtual Attendance
You may choose to attend this training in-person at Lesley University or virtually in real time. Should any of the conditions change and it is determined the training will be offered virtually only, you will be notified as soon as possible. We recommend that you contact us before reserving travel and lodging.
If you choose to attend in-person, the training room will have Lesley University’s HyFlex Classroom Technology to support an engaging learning environment for in-person and virtual participants. If you have questions about in-person or virtual attendance, please email us at centerliteracyteaching@lesley.edu.
Graduate Credit Option
With additional assignments, this institute can be taken for 3 graduate credit hours. During the registration process, you will have the option to register as a Graduate Credit attendee and you will only be charged the graduate credit fee listed below.
When your registration is complete, contact centerliteracyteaching@lesley.edu to finish the required secondary registration process for grad credits through Lesley University.
Course Number: EEDUC 6045-34
Pricing:
- $2,730 ($875*/credit + $35*/credit comprehensive fee) *subject to change
On-Site Professional Development
We can deliver this training to your school/district. This option can be delivered virtually or in-person for a group within your school/district. For detailed costs, complete our online form to request this training for your school/district and we will contact you.
Interested in professional learning at your school or district? Schedule a meeting with one of our faculty trainers.
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