A graduate teacher uses guided reading as a strategy for differentiating teaching to target the learning needs of year 5 students across a range of abilities. At the beginning of the lesson, the teacher provides clear instructions to each of the working/ability groups that she has created based on previously undertaken formative assessments. The literacy tasks set for each group are designed to cater for a range of specific but common learning needs. Four of the five groups are instructed to work both independently and collaboratively on tasks designed by the teacher. The teacher then works with one group on a 'reading aloud' activity. During the activity, the teacher supports students, asks questions about what they are reading and provides explicit teaching at point of need.