The objective of this research was to provide theoretical bases that confirm that the application of differentiated instruction can solve the problems of heterogeneity in English classes. In the first instance, the theoretical background corresponding to differentiated instruction was reviewed. The standardized Cambridge Pre-A1 Starters test was applied to evaluate the communicative competence of a sample of 26 elementary students of the Juan León Mera "La Salle" Educational Unit, who formed the experimental group subjected to the educational intervention; as well as another sample of 24 students from the same institution, who formed a control group. Once the Pre-A1 Starters test was applied prior to the application of the proposal, it was found that the students had deficiencies in communicative competence expressed through speaking, reading and writing skills. Next, the XIV proposal was designed and implemented, which consisted of a booklet of eight differentiated instruction activities, such as creation of workstations, task cards, addressing the different senses, staggering, wall gallery, cube, tic-tac-toe and think-couple-share. The final results reflected a significant improvement in the communicative competence of the students of the experimental group in all the dimensions evaluated, such as reading, writing and speaking. Meanwhile, students in the control group also improved, but not to the same extent as those in the experimental group. Therefore, the application of differentiated instruction is very effective for the learning of elementary level students.