Russian Federation
UDC 371.315.5
This article examines the process of designing differentiated assignments for working with fiction and nonfiction texts in literature and worldview lessons in elementary school. Examples of assignments for schoolchildren with varying levels of reading proficiency are provided. Key aspects of differentiated assignments aimed at addressing potential difficulties in young schoolchildren’s reading development are explored.
differentiated tasks; reading skills; individual level of reading skills development; primary schoolchildren; design process
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