Rather than advocating strict tracks and rubrics that challenge even those who love to create tightly controlled herds, Opitz (reading, U. of Northern Colorado) and Ford (reading, U. of Wisconsin Oshkosh) focus on the practical and the needs of individual students in strategies designed to make differentiation a teaching tool rather than a simple matter of arranging desks. They provide models that include key features, sample lessons, suggested texts, ideas for preparing lessons, and even extending instruction. As they do so they show how varying learning groups and support materials to respond to rely situations allows teachers to group without tracking, create connected literature circles and readers' workshops, "jigsaw" learners into the right groups at the right time, and tailor teaching to meet the needs of learners at the time. They provide plenty of samples, making this a good classroom or in-service resource as well as a useful self-study guide. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)