I differentiate my instruction to ensure that each child is in their zone of proximal development. For example, each child created a page for a class book on dinosaurs. They were asked to complete the sentence "If NAME had a pet dinosaur, they would...". Each child had different levels of support to ensure that they would be challenged while still being successful.
Here, one student was asked to sound out the word on her page. She required support to segment the phonemes, but was able to use her letter-sound knowledge to write the words.
Another student dictated the words for his page and then traced the letters. Since he was still working on letter identification, I asked him to tell me the name of each letter as he wrote it.
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