In early literacy education, programs like Fountas & Pinnell and PM Benchmark use leveled texts to guide students through progressively challenging reading material matched to their developmental needs. These systems, supported by assessment tools like Running Records, enable students to grow at their own pace within a shared classroom setting that enables targeted teacher guidance. What if music were taught the same way?This interactive workshop introduces a literacy-informed approach to middle and high school band instruction in which students progress through leveled musical “texts” tailored to their individual skills. Drawing parallels between English fluency and music fluency, the session demonstrates how English literacy practices — such as scaffolded decoding, differentiated texts, guided practice, and multi-level assessment — can be adapted for instrumental music education.Developed through iterative classroom use and practitioner-guided research with students in grades 7-11, this framework draws inspiration from early literacy models as well as principles of Universal Design for Learning (UDL), Differentiated Instruction, and Mastery Learning. It supports a differentiated learning environment and uses the method books and sheet music teachers already have on hand, removing financial barriers to implementation. Students at different proficiency levels work toward common goals, each with personalized entry points and pathways for growth.Participants will explore a practical system for creating and managing leveled parts, tracking student progress, and integrating strategies such as self-assessment, reflection, and peer mentoring. This flexible approach equips teachers to individualize instruction without sacrificing ensemble integrity or requiring new materials.The workshop will share concrete tools for building student independence, confidence, and musicianship. By drawing from familiar literacy structures and adapting them for music education, this model helps ensure that every student can advance, regardless of their starting point.This session is ideal for music educators seeking to increase equity, differentiation, and student engagement in secondary instrumental programs. It invites participants to reimagine band instruction through the lens of literacy and inclusion—aligning with ISME’s mission to support innovative, accessible, and globally relevant approaches to music education.