Differentiated instruction has become a central response to learner diversity in primary education, particularly in mother tongue lessons where children develop foundational literacy, vocabulary, and text competence at noticeably different rates. Yet in many classrooms differentiation is reduced to occasional “extra tasks” for fast learners or simplified work for struggling pupils, without a coherent didactic rationale, systematic diagnostics, or transparent assessment logic. This article proposes a set of didactic principles and a methodological model for differentiated instruction in primary school mother tongue lessons. The proposed model treats differentiation as a planned variability of learning paths that preserves common curricular goals while adapting the content, process, and product of learning to pupils’ readiness, language experience, and learning profiles. The results are presented as (1) a principled framework that prevents arbitrary “streaming” and protects equity; (2) a model architecture with functional blocks and a weekly/lesson-level cycle; and (3) practical indicators for monitoring literacy growth and communicative development. The discussion clarifies how differentiation can remain academically rigorous, developmentally appropriate, and manageable for teachers through stable routines, criterion-based assessment, and scaffolding that gradually fades. The article concludes that effective differentiation in mother tongue lessons is achieved when pedagogical decisions are evidence-informed, tasks are variably demanding but conceptually aligned, and feedback is oriented toward growth rather than labeling.

Differentiated instruction, primary school, mother tongue teaching

Выготский Л. С. Мышление и речь. М.: Лабиринт, 1999. 352 с.

Выготский Л. С. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978. 159 p.

Давыдов В. В. Проблемы развивающего обучения. М.: Педагогика, 1986. 240 с.

Леонтьев А. Н. Деятельность. Сознание. Личность. М.: Политиздат, 1975. 304 с.

Гальперин П. Я. Введение в психологию. М.: Изд-во МГУ, 1976. 150 с.

Бабанский Ю. К. Оптимизация процесса обучения. М.: Педагогика, 1982. 192 с.

Занков Л. В. О развитии учащихся в процессе обучения. М.: Просвещение, 1975. 208 с.

Блум Б. С. Таксономия образовательных целей: Сфера познавательной деятельности. М.: Педагогика, 1986. 300 с.

Bruner J. S. The Process of Education. Cambridge, MA: Harvard University Press, 1960. 97 p.

Tomlinson C. A. The Differentiated Classroom: Responding to the Needs of All Learners. 2nd ed. Alexandria, VA: ASCD, 2014. 192 p.

Tomlinson C. A. How to Differentiate Instruction in Academically Diverse Classrooms. 3rd ed. Alexandria, VA: ASCD, 2017. 176 p.

Black P., Wiliam D. Assessment and classroom learning // Assessment in Education: Principles, Policy & Practice. 1998. Vol. 5, No. 1. P. 7–74.

Hattie J., Timperley H. The power of feedback // Review of Educational Research. 2007. Vol. 77, No. 1. P. 81–112.

Snow C. E., Burns M. S., Griffin P. (eds.) Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press, 1998. 432 p.

Ehri L. C. Learning to read words: Theory, findings, and issues // Scientific Studies of Reading. 2005. Vol. 9, No. 2. P. 167–188.

Nation I. S. P. Learning Vocabulary in Another Language. 2nd ed. Cambridge: Cambridge University Press, 2013. 624 p.

Graham S., Harris K. R. Writing better: Effective strategies for teaching students // In: Graham S., MacArthur C. A., Fitzgerald J. (eds.) Best Practices in Writing Instruction. 2nd ed. New York: Guilford Press, 2013. P. 3–23.

Dweck C. S. Mindset: The New Psychology of Success. New York: Random House, 2006. 320 p.