How can instruction be differentiated by readiness?

• A. Provide texts and tasks matched to current skill level with appropriate supports.
• B. Provide the same material to all students.
• C. Use only high-level texts.
• D. Delay instruction.

Answer: (A)

Differentiating instruction by readiness means tailoring what students work on and how they work on it to fit their current skill level while still aiming for the same learning goals. Providing texts and tasks matched to each student’s skill level with appropriate supports does this best, because it gives access to the content at a level that is challenging yet doable. The supports—such as graphic organizers, sentence frames, step-by-step guidance, or targeted prompts—help bridge gaps so students can practice and build skills without being overwhelmed or paused by material that’s too hard. This approach keeps everyone moving forward toward the same objectives, just through different entry points and supports.

Giving everyone the same material ignores readiness and can leave some students bored or frustrated. Relying only on high-level texts can overwhelm learners who need foundational practice. Delaying instruction slows progress for all students.