In my classroom, I recently used Diffit to transform a standards-based nonfiction passage into meaningful comprehension questions that supported differentiated instruction. By uploading a passage PDF and aligning it with the appropriate learning standards, Diffit quickly generated a set of comprehension questions focused on identifying the main idea of a nonfiction text.
One of the most valuable aspects of the tool was how it asked me to specify the instructional context. Diffit prompted me to indicate whether the material would be used for small-group instruction, lower-level learners, or grade-level practice. After selecting options that best fit my classroom needs, the platform generated questions that were accessible for struggling readers while still maintaining alignment with the targeted standards.
The generated questions emphasized key nonfiction comprehension skills, particularly identifying the main idea and supporting details. Because the questions were tailored to the reading level and instructional setting I selected, they were especially effective for small-group work. My students were able to engage with the text more confidently, and the scaffolded questions helped guide their thinking as they worked through the passage.
Using Diffit significantly reduced the amount of time I would normally spend creating differentiated materials. Instead of manually rewriting questions for different learners, I was able to focus on facilitating discussion and supporting students as they practiced analyzing nonfiction text. Diffit to the rescue!
MaryKatharine Smith
Oak Hill Elementary School
Pulaski County
1st Grade
