Newbridge's Leveled Reading programs ensure success in reading, writing, and comprehension and help move students toward independent reading. Research demonstrates that when students have appropriately leveled books, their reading achievement—and confidence—soars. Content-Area Reading Support content-area instruction with carefully leveled texts that cover essential content at the "just right" reading level for your students. These engaging books are perfect for guided reading and differentiated instruction. More on guided reading and differentiated instruction ... Discovery Links Social Studies (Grades K–5) Help all students succeed with nonfiction leveled reading built around social studies standards. Discovery Links Science (Grades K–5) Our best-selling ELA/Science program just got better! 228 updated leveled readers with new Lesson Plans and E-Books. Early Science (Grades K–3) Make core science concepts accessible to all students! Nonfiction Theme Sets (Grades 1–3) Teach nonfiction reading skills through concept-related books at just the right level for each student. Weird, Wild, and Wonderful (Grades 1–6) 24 New Titles! Help below-level readers build nonfiction literacy skills with high-interest, standards-based Life Science content. Reading Quest (Grades 6–8) Build fluency and literacy across middle school social studies and science curricula. Newbridge Professional Development Video Program Videos, student books, and professional development guide to ensure success in implementing guided reading in your grades K–6 classroom. Nonfiction Reading and Writing In a balanced literacy program, daily writing is as important as daily reading. During the reading block, students read a range of texts, construct meaning, and learn comprehension strategies. In a writing block, students learn how to plan, direct, draft, revise, and share their work as writers. Just as with guided reading lessons, writing lessons allow the teacher to give explicit instruction in targeted skills and strategies. Go Facts: Nonfiction Reading and Writing (Grades K–5) Save 10% Now! A comprehensive, structured reading and writing program for teaching the elements of nonfiction texts. Reading Assessment Now it's easier than ever to track student progress and identify reading strengths and weaknesses! Which assessment tool is right for you? AlphaKids® Reading Assessment Kit (Grades K–2) An easy-to-use, comprehensive evaluation tool. Reading Assessment Kit for Nonfiction (Grades 3–5) Flexible evaluation of your students' nonfiction fluency and comprehension. Accelerated Reader® (Grades K–6) Track, manage, motivate, and improve student reading! Progress Monitoring Kits for mCLASS®: Reading 3D™ (Grades K–5) An efficient, paperless approach to student assessment. Guided Reading Guided reading is an instructional approach which supports students in developing strategies for independently reading increasingly challenging texts with comprehension and fluency. It involves supporting a small group of students thinking, talking, and reading purposefully through a new text with guidance from the teacher. Each child has his or her own copy of the book. Grouping is dynamic and includes students who are at a similar developmental level and share needs and behaviors at a particular time. The purpose of nonfiction guided reading is to ... help children develop effective skills and strategies that they can use flexibly and appropriately to comprehend what they read. develop students' ability to process informational text. fluently read and understand new sentence structures. give teachers the ability to choose books at increasing levels of challenge to support children and allow them to grow as readers. challenge students to learn and apply new skills and strategies, through ongoing observations and assessment. Differentiated Instruction Differentiated instruction is a teaching theory focused on instructional approaches that vary and adapt in relation to individual diverse students in classrooms. This method advocates modifying instruction to meet students' wide range of skills, knowledge, interests, and abilities. Education professor Carol Ann Tomlinson identifies three areas for which differentiation is appropriate and useful: Content refers to the subject matter under study. All students should be given access to the same core content, but at adjusted degrees of complexity. Process refers to the instructional approaches that children employ to learn content. These approaches include reading texts, conducting hands-on activities, listening to teacher lectures, and participating in class or small-group discussions. Products include children's projects or reports that show what they have learned, as well as extend the content beyond the classroom setting. By necessity, all methods of successful differentiated instruction begin with the grouping of children according to their level of accomplishment. Such groups should be flexible, meaning that children in an advanced group for science lessons may be grouped in an on-level or low-level group for lessons in other subject areas. Moreover, teachers can and should reassess and regroup children throughout the school year.