This article describes a Tier 2 intervention program for fourth graders that is well suited to supporting implementation of the Common Core State Standards. Screening assessments and miscue analyses were used to clarify students’ strengths and challenges. Students then attended only classes that were suited to their particular literacy needs, spending the remainder of their time participating in classroom lessons that integrated language arts throughout content area curriculum. This program supported struggling readers in effective and efficient ways. A Tier 2 class in prosody is explained in depth. Findings demonstrate clear growth on progress‐monitoring assessments and overall reading gains as measured on an informal reading inventory. The study has implications for adjusting RTI protocols to better suit contemporary literacy practices.