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Differentiated Instruction

Built in recommendations throughout lessons that support all students.

Phonics, Reading,

and Me Program Overview

Get a closer look at this breakthrough K–3 reading program.

Differentiation Support

Phonics, Reading, and Me is designed to help all students follow the same sequential route to reach reading proficiency, while differentiating to address the needs of diverse learners.

Equity & Access

Every student deserves to learn to read. But that process shouldn’t be rote. It also shouldn’t be so rigorous that students lose confidence. In Phonics, Reading, and Me, the method of reading is adjusted so that every child has access to the same text.

Data-driven pathing ensures that every student gets the right material to strengthen the skills they need the most. Based on a student’s performance in the oral reading screener, students are placed on a path with just-right content and supports.

Differentiation for Each Lesson 

Helping the whole class meet grade-level targets can be challenging. That’s why lessons in Phonics, Reading, and Me prescribe different paths for each skill. Each lesson is structured with recommendations for how to read the Student Book together in a small group, with differentiation and scaffolding that support all learners.

Supported Options Available:
  • Below, on, and above level supports are included for each section of the lesson in the classroom and in digital learning
  • Multilingual learner supports are available for demanding aspects of language
  • Decoding and articulation supports are included for each section to help students who need them

Forms of Differentiation 

Based on evidence-based practices, Phonics, Reading, and Me is designed to offer point-of-use techniques for providing rigor and acceleration for all students, even when teachers recognize that many in their class are performing below level in reading. We’ve learned from teachers who employ what The New Teacher Project calls “scaffolding up” to help students acquire skills and become independent rather than oversimplifying content and holding students back. 

  • Different amounts of time for each skill
  • Different kinds of background building 
  • Different modes of reading 
  • Different language for questioning
  • Different options for responding 
  • Different modalities of practice 

Before-Reading Differentiation 

Build background on anything that could impede understanding. Choose which supports fit each group.

During-Reading Differentiation 

Engage in shared reading to help students with accuracy, comprehension, and fluency, including focus on both word-level reading and reading for meaning. 

After-Reading Differentiation 

Culminate the lesson with each small group and guide students to transfer their learning via multimodal practice. Differentiate based on what they most need.