Often the topic of differentiation is reserved for the struggling reader; however, students at the top end of the reading spectrum also need small-group instruction. While high-ability/gifted students often sound good when they are reading, they still need instruction to learn to think deeply about the text to infer author’s intentions, make a synthesis, and respond to the text in writing. In this workshop, Kristi McCullough will provide elementary (grades 2-6) teachers with a way to determine reading goals for even the high-achieving readers and schedule productive guided reading lessons for high-ability and gifted readers.