How would you differentiate for readers who need scaffolded support vs. advanced readers who need extension in the same literacy block?

• A. Provide leveled texts and flexible grouping for some students, while giving simpler tasks to others, but without extensions.
• B. Provide leveled texts, tiered tasks, flexible grouping, and extension challenges (higher-order thinking tasks) while scaffolding for others.
• C. Group all students together on the same task to promote uniform progress.
• D. Use the same materials for advanced and scaffolding so they progress identically.

Answer: (B)

Differentiation in a literacy block means designing instruction that meets readers at their current level and then gently stretches them. The best approach uses leveled texts so each student reads material at an appropriate complexity, and tiered tasks that keep the same learning goal but adjust depth and cognitive demand. Flexible grouping lets students work with peers who match their needs, and extension challenges push advanced readers to higher-order thinking. At the same time, scaffolding supports those who need it—through modeling, guided practice, prompts, and structured supports—so everyone can access the same literacy concepts within the same block. This combination ensures all learners are challenged and supported, rather than forcing everyone onto the same task or using the same materials without progression.