In this invited Viewpoint, Sharon Walpole tracks her thinking about feasible, effective, small-group differentiated instruction. She acknowledges political pressures and the focus on science of reading. She describes the attractiveness and feasibility of guided reading. She then identifies some salient criticisms of the assessments, texts, and instructional model used in guided reading. Finally, she proposes a different use of small-group time to provide feasible differentiated instruction in foundational skills for students who need them. She invites teachers to investigate the utility of repurposed differentiated small-group time to accelerate literacy achievement.