Inside is an intensive reading program for middle school students. The program is built to help all students achieve success on the Common Core with National Geographic content paired with multicultural literature using either a digital or print pathway. Inside is structured around five levels: Fundamentals Volume 1, Fundamentals Volume 2, Level A, Level B, and Level C. The fundamental levels incorporate the basics of reading, language, and writing, whereas Levels A, B, and C provide more in depth coverage of literacy and language. At any level your students will be exposed to three types of age appropriate texts: instructional, complex, and independent. A balance of informational texts and literature are provided throughout the program. Students are engaged with paired selections from a wide variety of genres including: National Geographic articles, narrative nonfiction, expository texts, digital genres, arguments, contemporary literature, and classics. The program also features Common Core exemplars as well as multicultural characters and authors. With intense, scaffolded and differentiated instruction, age-appropriate leveled texts and engaging literature, and an exciting digital pathway, Inside will meet the needs of today�s middle school students. Professor of Education Arizona State University Dr. David Moore taught high school social studies and reading in Arizona public schools before entering college teaching. He currently teaches secondary school teacher preparation courses in adolescent literacy. He co-chaired the International Reading Association�s Commission on Adolescent Literacy and is actively involved with several professional associations. His twenty-five year publication record balances research reports, professional articles, book chapters, and books. Noteworthy publications include the International Reading Association position statement on adolescent literacy and the Handbook of the Reading Research chapter on secondary school reading. Recent books include Teaching Adolescents Who Struggle with Reading (2nd ed.) and Principled Practices for Adolescent Literacy. Dr. Moore's monographs include: Direct Instruction: Targeted Strategies for Student Success , Robust Vocabulary Instruction , Build Reading Power: Strategies for Comprehension , and Reading Comprehension Strategies , Why Vocabulary Instruction Matters , Science through Literacy , and Supporting Geography Learners with Texts . Dr. Short directs Academic Language Research & Training and provides professional development on academic literacy, content-based ESL, and sheltered instruction worldwide. At the Center for Applied Linguistics, she co-developed the research-validated SIOP Model. She has directed research and program evaluations on English learners for the Carnegie Corporation of New York, Rockefeller Foundation, U.S. Department of Education, and U.S. Department of Justice, among others. Publications include ESL textbooks for National Geographic Learning/Cengage, professional journal articles, and SIOP Model books. She taught English as a new language in New York, California, Virginia, and the DR Congo. She recently served on TESOL�s Board of Directors. Dr. Short's monographs include: Extend Your Students� Reach and Move Them Toward Independence , Base Your ESL Instruction in the Content Areas , Reach for the Common Core , Structural Supports for English Learners , Comprehensive and Responsive Assessment , and Developing Academic Literacy in Adolescents , Differentiate Instruction . Associate Professor, Literacy Education Northern Illinois University Dr. Alfred Tatum began his career as an eighth-grade teacher, later becoming a reading specialist and discovering the power of texts to reshape the life outcomes of struggling readers. His current research focuses on the literacy development of African American adolescent males, and he provides teacher professional development to urban middle and high schools. He serves on the National Advisory Reading Committee of the National Assessment of Educational Progress (NAEP) and is active in a number of literacy organizations. In addition to his book Teaching Reading to Black Adolescent Males: Closing the Achievement Gap, he has published in journals such as Reading Research Quarterly, Journal of Adolescent & Adult Literacy, Educational Leadership, Journal of College Reading and Learning, and Principal Leadership. Dr. Tatum's monographs include: Becoming An Insider: Reaching All Students , Reading Fluency , Capturing the Readers, Not Responses , and Enabling Texts: Texts That Matter . Dr. Tinajero specializes in staff development and school-university partnership programs and has consulted with school districts in the U.S. to design ESL, bilingual, literacy, and bi-literacy programs. She has served on state and national advisory committees for standards development, including the English as a New Language Advisory Panel of the National Board of Professional T