Which of the following is NOT a strategy to differentiate literacy in a mixed-ability class?

• A. Read-aloud
• B. Leveled texts
• C. Vocabulary supports
• D. Visual-only worksheets without supports

Answer: (D)

Differentiating literacy in a mixed-ability class means providing multiple ways for students to access and engage with text, so each learner can meet the same content at their own level. Read-alouds help students who struggle with decoding or fluency by hearing the text read clearly and at a pace they can follow. Leveled texts keep the core ideas the same but adjust complexity, giving students an appropriate challenge while focusing on the same concepts. Vocabulary supports—definitions, context clues, visuals—bridge gaps in word recognition and meaning, aiding comprehension for beginners and English learners as well as more advanced readers.

Visual-only worksheets without supports do not offer these accommodations. They assume all students can derive meaning from visuals alone or process at the same pace, which isn’t true in a diverse classroom. Without scaffolds or options, some learners are left behind and others aren’t sufficiently challenged. So the option that does not function as a differentiation strategy is the visual-only worksheets without supports.