Thinking about differentiated instruction with literacy, there are many components that make it successful. Using multiple texts assists with not only ELA instruction, but also supplements and supports Science and Social Studies instruction. Using multiple texts naturally differentiates instruction because the students are able to choose texts that are interesting to them involving unique perspectives that enhance the quality of their learning. Students are more motivated to read when they are able to choose texts that are interesting to them.

When using multiple texts in the classroom, it requires planning on the teacher’s part, which goes hand-in-hand with differentiated instruction. Carolyn Tomlinson, one of the leaders of differentiated instruction, classifies it as “responsive teaching”. “She explains that it involves preparing in advance for a variety of student needs in order to maximize student learning” (Vacca, Vacca, and Mraz, 2017, p. 10). Using multiple texts naturally differentiates instruction with your students, as well as enriches conversations in the classroom. Students are able to share more in their discussions because they have more knowledge about the content to share. Their comprehension of the content is richer, and they get more out of their learning when they are able to choose their texts and read multiple perspectives about any given topic. Multiple texts differentiates instruction and encourages students to learn the content. It puts learning at their fingertips and makes their learning fun and engaging, which is the ultimate goal of all teachers.